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THE  LIBRARY 

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THE  UNIVERSITY 

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No.  16. 

BASEDOW: 

His  Educational  Work 

and  Principles. 
By  OSSIAN   H.  LANG, 

Author  of  "COMENIUS:    His    Life  am) 
Educational  Work." 


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Copyright  1892. 


/^EL-KELLOGGCZ-Co 

^•NEWyoRK-  (y-  CHICAGO 

-.IS 


E. 


SEKD  AUi  ORDERS  TO 

L.  KELLOGG  &  CO.,  NEW  YORK  A  (•Itl(A(f<J. 


BOOKS  FOR  TEACHERS. 

CLASSIFIED  LTST  UNDETt  Sn-B,7BrT«?. 
To  ni.1  pir.-cbasers  to  ]■ 
pi\(/  iii-lor.-  u  li^t  111'  o'!i' 

5,i'u-'i;i!U'S  u 'lillicnlt  on<M  .   .  ,     ., . 

th'«  -iiaie  honk  under  several  tiiies;  fo- iQStanee,  furrier  'niy  Tviuo  > 
tiin  ipicars  untinr  PRINCIPLES  ANP  Pbacticb  op  EDUCATION  and  also 
Primary  Education.  ^^^       ^^ 

Prlc«'to    M'll 
TeaehiTs  Fitrn 


HISTORY  OF  EDirCATION.    Retell, 

Kellogg's  Life  of  Pestalozzi,      -----  oaper 

HuiLiiari's  History  ot  Education,     -       -       -       -    cl. 

Ouick's  R'lucational  Reformers,       -       -       -       ~    ^\- 
Browning's  Educational  Tiieories,     -       -       -       -    cl. 

KINDEBGARTEN  EDUCATION. 
AiitoWoTranhv  of  Froeb"!,        -----   cl. 

Hoffman's  Kindergarten  Gifts  -----  paper 

METHODS  OF  TEACHING. 
C  Ikins' Ear  and  Voice  TraJninT,     -       -       -      -    cl. 

Oe-vcv's  How  toTeaoti  Manner;-,     -       -       -       "    cl- 
.1ohn«on's  Education  hy  Doing,         _       -       -       -    cl. 
Piirtiidge'sQuincy  Methods,      -       -       -       -       -    cl. 

Shaw  !uid  DonneirsScbooi  Devices,-       -      -       -    cl. 

'Je.|(v"«;  (Tr\ih»  Metnod  of  TeachiniT  Arithmetic,    -    cL 
<^»p1,.v's  r.niti"  Idea  in  Teachmg  Arithmetic,  -       -    cl. 
\V()odhull'<  Iv!-v  Kxperiraentsm Science,      -       -    cl. 
Gladstone's  Object  Teaching,    -      -       -       -       -paper 

McMurray's  How  to  Conduct  the  Recitation,  -       -paper 

MANUAL  TRAINING. 
Love's  Industrial  Education,     -      -      -      -       ~   ^}' 

Leland's  Practical  Education,    -----    cl. 

Butler's  Argument  tor  Manual  Training,        -       -  paper 

MISCELLANEOUS. 
Blaikies  on  Self  Cuture.      ------   cl 

Gardner's  Town  ind  Country  School  Buildings,     -    cl. 
Wilhelm's Student's  Calendar,   -      -      -      -      -paper 

Pooler's  N.  Y.  School  Law,  ------    cl. 

Kmeharl's  Svstem  of  Education,      -       -       -       -    cl. 

Lubbock'3  Best  100  Books,  ------  paper 

AUen'sTemocrament  in  Education,         -      -       -    cl. 
Fitch's  Improvement  in  Education,  -       -       -       -paper 

Augsburjf's  E.isy  Thm;<s  to  Draw,    -       -       -       -  paper 


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PRINCIPLES  AND  PRACTICE  OF  EDUCATION. 


Parker's  Talks  on  Teaching, 

"  Practical  Teacher,  -  -  - 
Fitch's  Lecture- on  T(  aching,  -  -  - 
CurrieV  i,  -       -       -       - 

Hughe>  hing, - 

°'       -  taining  Attention, 

Southwick's  Quiz  miuiual  of  Teacliing     - 
Fitch's  Art  of  Questioning, 

"  "       Securing  Attention     - 

? nick's  How  to  Train  the  Memory,  - 
onge's  Practical  Work  in  School,  - 


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BASEDOW: 


His    Educational  Work   and    Principles. 


BY 

OSSIAN    H.    LANG, 

AUTHOR   OF    "  COMEK1U5  :    HIS   LIFE   AMD   EDUCATIONAL  WORK." 


NEW  YORK  AND  CHICAGO: 

E.    L.   KELLOGG  &  CO. 
1891. 


\ 


Copyright,  1891, 

E.  L.  KELLOGG  &  CO., 

NEW  YORK. 


BASEDOW. 


PREFACE. 


stack 

Annex 

LB 

In  giving  a  sketch  of  Basedow's  life  and  work,  the 
writer  has  confined  himself  to  what  appeared  to  hira'     / 
the  most  valuable  and  characteristic  ideas  of  the  great  /'' 
school-reformer.     The  main  object  of  this  monograph 
is  to  interest  the  teachers  in  the  study  of  the  Basedovian 
system  of  education. 

It  cannot  be  said  that  Basedow  discovered  new 
foundation  principles  of  education.  He  based  his  edu- 
cational system  on  those  principles  of  Comenius,  Locke, 
and  other  great  thinkers  before  him,  which  his  own 
experience  and  the  careful  observation  and  investiga- 
tion of  the  nature  of  the  child  and  of  the  studies  had 
found  to  be  fundamental  truths.  Through  the  rational 
and  persistent  application  of  these  principles,  he 
succeeded  in  bringing  about  a  complete  change  in  the 
whole  state  of  education  and  instruction. 

The  effects  of  this  famous  revolution  can  be  traced 
through  the  whole  era  of  progress  that  the  science  of 
education  has  made  since  his  time. 

Foundation  Principles  of  Basedow's  System  : 
Everytliing  according  to  the  Imvs  of  Nature,  p.  40^/  2 

The   Formation   of  Character  of  more  value 

THAN  THE  ACQUISITION  OF  KNOWLEDGE,  pp.-i§7^7."<^  /  —  2^ 

3 

840331 


4  Preface. 

Sense-perception  the  Basis   of    all  Knowing, 

/    Bfj^e^aw's  ideas  on  physical  and  manual  tr(U)ijng  (pp. 

'  ^^^^^4]ff  on  state  supervis^i  of  education  (p.  S^),  on  the 
training  o£  packers  (p.  4^,  on  the  qualifications  of  the 
teacher  (jOi  2;^,  ami  on  aiming  at  the  ?iappitiess  of  pupils 
(pp.  *5-^  IT,  23),  will  be  found  very  suggestive. 

0.  H.  L. 


BASEDOW. 


Basedow's  Youth. — John  Bernard  Basedow  was  born 
in  Hamburg  on  September  12,  1723.  His  father,  a  wig- 
maker,  was  rude  and  severe,  and  his  mother  is  described 
as  nervous  and  melancholy  almost  to  madness.  His  boy- 
hood, as  may  be  expected,  was  by  no  means  a  happy  one. 
He  had  been  destined  to  follow  the  profession  of  his 
father,  but  ran  away  from  home  when  about  fourteen 
years  old,  became  the  servant  of  a  country  physician  in 
Holstein,  and  did  not  return  till  his  father  promised 
to  send  him  to  college.  In  1741  Basedow  entered  the 
Hamburg  Johanneum,  a  renowned  classic  high-school. 
His  teachers,  preceiving  his  extraordinary  gifts,  pre- 
dicted that  he  would  some  day  become  "  one  of  the 
greatest  thinkers  and  promoters  of  the  common  weal." 
In  1744  Basedow  was  sent  to  the  University  of  Leipzig 
to  study  theology.  He  was  negligent  in  the  attendance 
of  the  regular  lectures,  studying  mainly  in  private. 
He  was  particularly  interested  in  Wolf's  "  Philosophy  of 
Reason."  This  work  influenced  him  greatly,  placing 
him,  as  he  explained,  "  in  a  centre  between  Christianism 
and  naturalism." 

5 


6  Basedow. 

Wants  to  Become  a  Reformer. — Rathmann,  an  im- 
partial biographer  and  careful  observer,  informs  us  that 
Basedow  "loved  liberty  in  thought  and  action  above 
everything  else.  Revolt  against  every  restraint,  against 
every  limitation,  had  become  his  second  nature,  because 
he  had  to  fight  so  much  against  it  from  his  youth  up." 
He  felt  himself  called  upon  to  become  a  reformer  of 
mankind.  Besides  Wolfs  Philosophy,  which  probably 
played  an  important  part  in  turning  his  thoughts  to 
reform,  he  read,  while  at  Leipzig,  also  the  writings  of 
Plutarch,  Quintilian,  Locke,  RoUin,  and  other  educa- 
tionists. 

A  Private  Tutor  at  Borghorst.  — From  1749  to  1753  he 
was  the  tutor  of  a  little  boy  of  the  Danish  privy-coun- 
cillor Von  Quaalen,  at  Borghorst.  His  mind  was  filled 
with  ideas  of  reform,  and  carrying  tliem  out  in  the  edu- 
cation of  his  pupil  he  laid  the  foundation  of  his  educa- 
tional work.  Contrary  to  prevalent  views,  he  believed 
that  happiness  of  the  children  be  a  legitimate  aim  in 
education.  He  held  the  freest  intercourse  with  his  little 
pupil,  engaged  in  all  liis  childish  games,  and  thus  gained 
and  cherished  his  love  and  confidence,  and  found  an 
opportunity  of  studying  the  child's  thoughts  and  incli- 
nations. Conversation  and  play  were  his  invitations  to 
knowledge.  He  laid  much  stress  upon  physical  develop- 
ment. Early  rising,  marching,  swimming,  riding,  danc- 
ing, etc.,  were  included  in  the  order  of  the  day.  Owing 
to  his  original  manner  of  teaching,  Basedow  attained 
the  best  results.  In  teaching  Latin,  for  instance,  he  be- 
gan by  pointing  to  objects  and  giving  their  Latin  names. 


Basedow.  7 

His  pupil,  in  a  very  short  time,  learned  to  speak  Latin 
almost  as  well  as  his  native  language.  Basedow  him- 
self learned  French  after  the  same  manner,  of  the  gover- 
ness of  the  house. 

First  Educational  Writings. — The  news  of  Basedow's 
enviable  success  at  Borghorst,  and  particularly  his  man- 
ner of  teaching,  had  spread  and  created  quite  a  sensa- 
tion in  pedagogic  circles.  This  encouraged  him  to 
summarize  theoretically  what  and  how  he  had  taught 
his  pupil,  in  a  Latin  dissertation,  "On  the  best  and 
hitherto  unknown  Method  of  Teaching  the  Children  of 
Noblemen."  This  treatise  he  presented  to  the  Univer- 
sity of  Kiel  in  1752,  and  obtained  the  degree  of  Master 
of  Arts.  He  attacked  in  this  pamphlet  the  faulty,  un- 
natural methods  of  the  schools  of  his  time,  and  proposed 
a  shorter  and  more  pleasant  way,  which  he  called  ''  the 
natural  way  of  teaching  children."  In  the  same  year  he 
published  an  "  Account  of  how  said  Method  was  actually 
put  in  Practice,  and  what  it  has  Effected." 

Professor  at  Soroe. — In  1753  Basedow  obtained  a  posi- 
tion as  Professor  of  Morality  and  Polite  Literature  in  the 
Danish  Academy  of  Young  Noblemen  of  Soroe  (Zealand). 
His  professional  lectures  stirred  up  a  sensation.  His 
personal  intensity,  the  wit  and  happy  notions  that 
sparkled  through  his  discourse,  and  above  all  his  cheer- 
ful and  enthusiastic  eloquence,  drew  a  large  attendance 
to  his  lecture-room.  From  all  parts  of  Denmark  the 
young  noblemen  came,  with  their  instructors,  to  hear  the 
young  professor,  who  was  so  different  from  the  mummy- 


8  Basedow. 

visaged  academic  monologists  of  the  time.  The  be- 
wigged  and  bepowdered  colleagues  hated  "  Mad  Base- 
dow," as  they  called  him,  particularly,  because  he,  a 
foreigner,  a  German,  was  made  the  object  of  so  much 
admiration  in  their  own  native  country. 

Marries. — Basedow  had  married  the  French  governess 
of  the  house  Von  Quaalen  before  he  came  to  Soroe. 
Over  his  studies  and  professional  work  he  utterly  neg- 
lected her,  and  the  poor  woman  died  after  a  few  months 
of  unhappiness.  In  1755  he  married  the  daughter  of  a 
Danish  clergyman,  a  very  intelligent  and  amiable  woman. 
Basedow  never  fully  appreciated  the  treasure  he  had 
won  in  her.  He  was,  as  he  used  to  say,  "  not  made  for 
matrimonial  life,  as  he  had  married  the  public." 

Called  Unorthodox. — As  Basedow's  popularity  as  a 
teacher  increased,  he  was  called  upon  to  lecture  also  on 
theology.  This  gave  his  envious  colleagues  a  chance  to 
expose  him  to  ceaseless  annoyances.  He  was  too  upright 
to  hide  those  opinions  which  could  be  turned  against 
him.  He  fearlessly  pointed  out  to  his  students  all  doc- 
trines and  ceremonies  of  the  established  church  which 
were  without  spiritual  warrant.  The  more  the  religious 
sharpers  of  the  faculty  denounced  him  on  that  account, 
the  more  his  spirit  of  contradiction  grew.  In  1758  he 
published  his  "  Practical  Philosophy,"  and  came  out 
boldly  with  his  religious  views.  His  opponents  imme- 
diately drew  up  a  formal  accusation  and  presented  it  to 
the  king.  Basedow's  friends  at  Copenhagen  interceded 
in  his  behalf,  among  them  the  Bishop  of  Zealand,  the 


Basedow.  9 

renowned  J.  A.  Cramer,  and  the  famous  Danish  states- 
man Count  Von  Bernstorff.  The  government  acquitted 
Basedow,  but  removed  him  to  the  academic  school  at 
Altona. 

Aims  at  Educational  Reform. — Basedow  had  begun  to 
feel  that  little  was  to  be  done  against  the  old  system 
by  attempting  to  set  its  slaves  ariglit.  He  hoped  and 
firmly  believed  that  the  promotion  of  human  happiness 
could  be  effected  only  by  a  better  education  of  youth. 
He  therefore  had  improved  every  occasion  by  designing 
plans  and  preparing  for  the  laying  of  the  corner-stone 
of  a  new  and  better  education.  The  ''  Practical  Philos- 
ophy "  contained  two  chapters — "  On  Education"  and 
"  On  the  Instruction  of  Children/'  These  formed  the 
basis  on  which  Basedow  built  up  his  system  of  educa- 
tion. In  this  work  he  already  indicated  that  the  prog- 
ress of  the  time  had  made  a  complete  reform  necessary, 
and  that  he  had  often  thought  of  inaugurating  the 
change.  He  also  gives  an  outline  of  his  method  of 
teaching  through  conversation  and  play,  and  many  valu- 
able hints  on  the  physical  training  of  children. 

The  Educational  Campaign  Opens. — Basedow  came  to 
Altona  in  1760.  His  life  in  this  city  presents  a  most 
tumultuous  scene.  Hitherto  the  public  had  not  heeded 
his  propositions  in  regard  to  a  change  in  the  state  of 
education.  He  now  went  on  the  war-path  against  igno- 
rance, superstition,  and  apathy'in  educational  matters. 
He  intended  to  impress  on  the  people  the  dangers  of 
the  old  conventionalism,  to  create  a  general  desire  for 
reform,  and  to  call  their  attention  to  his  plans.     His 


10  Basedow. 

tumultuous  proceedings  were  the  signal  for  the  revival 
of  educational  activity.  In  the  struggle  against  the  bas- 
tille of  uncompromising  dogmatism,  whicli  domineered 
in  the  shattered  and  benighted  country,  "  BasedoAV  bore 
the  dangers  alone,  and  therefore  is  worthy  of  a  seat  of 
honor  among  the  leaders,  who  fought  for  the  spiritual 
freedom  of  the  eighteenth  century"  (Max  Mueller). 

Writes  Books. — In  1764  Basedow  published  the 
''  Philalethy."  This  was  almost  immediately  followed 
by  three  other  volumes,  which  appeared  under  the  title 
"  Methodical  Instruction  of  the  Youth  in  both  Natural 
and  Biblical  Religion."  Then  appeared  ''  First  Elements 
of  Religion,"  and  in  1765  "  Theoretical  System  of 
Sound  Reason."  His  plan  of  a  school  reform  was  clearly 
outlined  in  these  words.  In  teaching,  he  insisted  on 
sense-impressions,  on  "  placing  before  the  children  ob- 
jects or  drawings  of  them."  He  spoke  of  the  necessity 
of  a  good  text-book,  which  would  contain  all  that  a  child 
should  learn,  and  would  give  at  the  same  time  a  rational 
plan  of  instruction.  In  the  "  Methodical  Instruction  " 
he  announced  his  intention  of  carrying  out  the  reform 
of  the  schools.  He  added  that  "human  society  can  be 
made  better  only  through  a  complete  amelioration  of 
the  schools.  However,  nothing  will  be  accomplished  by 
reasoning  about  the  mistakes  and  disorder  of  instruc- 
tion, as  long  as  there  are  no  means  of  bettering  them." 
He  then  explained  that  the  first  and  most  necessary 
means  would  be  good  school-books.  He  also  demanded 
reform  in  the  treatment  of  philosophic  science  in  the 
universities. 


Basedow.  ii 

Is  Attacked. — These  heterodox  writings  raised  a  storm 
of  opposition  in  the  clerical  camp.  They  were  declared 
''antichristians,  wicked,  and  heathenish."  Some  liter- 
ary yelpers  demanded  a  public  apology  of  the  author. 
Basedow  at  once  published  his  *' Extorted  Polemic  Dis- 
cussions/' "Attempt  at  Liberal  Dogmatics,"  "  Trials  of 
Time,"  etc.  Books  and  pamphlets  followed  in  almost 
incredibly  quick  succession.  Basedow  could  not  be 
nonplussed  by  literary  attacks.  "He  was  extensively 
read,  and  had  skill  in  the  fencing  tricks  of  disputation." 

Coercive  Measures  Applied. — Orthodoxy  resorted  to 
coercive  measures.  Basedow  and  his  family  were  excom- 
municated by  the  Lutheran  clergy  of  Hamburg  and 
Altona.  The  Legislature  of  Hamburg  condemned  his 
writings  as  heretical,  and  ordered  them  to  be  burnt. 
Teachers  who  used  his  books  were  threatened  with  ban- 
ishment. Other  German  cities  followed  the  example  of 
Hamburg. 

Writes  the  "Appeal." — Basedow  was  prepared  for  a 
crisis.  He  had  aroused  the  people  from  their  long  slum- 
ber. The  time  for  a  realization  of  his  plans,  for  the 
change  of  education,  had  come.  In  1768  he  sent  out  his 
"  Appeal  to  Philanthropists  and  Men  of  Wealth  on 
Schools  and  Studies  and  their  Lifluence  on  the  Common 
Weal."  This  manifesto  was  the  signal  for  a  general  revolt 
against  the  hebetation  methods,  memory-cramming,  and 
other  atrocities  of  educational  fogeyism.  Its  influence  can 
be  traced  through  a  great  part  of  the  epoch  of  activity  in 
the  interests  of  schools,  which  succeeded  the  "  Appeal." 


1 2  Basedow.  • 

It  was  the  first  important  and  most  valuable  educational 
tractate  of  tlie  eighteenth  century;  and,  as  a  gi-eat  edu- 
cationist has  said,  "  no  other  treatise  has  created  so  wide- 
spread and  practical  an  educational  interest  since 
Luther's  '  Address  to  the  Councillors/  " 

Outlines  an  Educational  Reform. — In  the  "Appeal'* 
Basedow  explained  the  foundation  principle  of  his  edu- 
cational system,  "Everything  according  to  nature,"  and 
submitted  his  plan.  Firstly,  a  great  illustrated  work, 
the  *'  Elementary,"  was  to  be  published,  from  which  the 
children  were  to  be  instructed.  Then  a  model  school 
should  be  established,  where  teachers  would  be  prepared 
in  the  theory  and  practice  of  the  new  education.  With 
these  teachers  a  school  might  be  started  next.  Thus 
they  would  get  better  school-books,  better  teachers,  and 
better  schools.  He  then  went  on  :  *'In  ten  or  twelve 
years  the  fruit  of  this  change  will  have  ripened.  We 
will  have  better-instructed  professors  in  the  universities 
and  better-educated  men  of  letters;  and  as  the  dignity 
of  our  national  character  chiefly  depends  on  these  men, 
it  will  also  be  better." 

How  His  Plans  were  Received. — Basedow  had  set 
about  the  work  of  realizing  his  scheme.  The  "Ele- 
mentary "  was  to  be  completed  first.  He  succeeded  in 
convincing  the  people  that  a  better  education  meant  a 
better  and  happier  future  for  themselves  and  for  the 
coming  generations.  He  won  them  completely  to  his 
purpose.  His  plan  of  an  "Elementary"  rose  more  and 
more  in  their  favor.     He  received  so  many  letters,  con- 


Basedow,  13 

tribntions,  and  inquiries  of  enthusiastic  friends,  that  it 
became  necessary  for  him  to  publish  several  papers  in 
response.  In  1768  and  1769  he  issued  "  Conversations 
with  Philanthropists;"  in  1769,  "Aim,  Possibility,  and 
Proof  of  the  Elementary;"  from  1770  to  1771  "Quarterly 
News  of  the  Elementary."  The  productive  autlior  was 
bound  to  keep  alive  the  general  interest  he  had  kindled. 
Every  one  of  these  writings  brought  explanations  and 
illustrations  of  the  proposed  reform  measures.  He  kept 
on  attacking  the  routine  work  of  the  schools,  and  often 
took  the  literary  sledge-hammers  to  quiet  his  oppon- 
ents. 

Writes  the  "Book  of  Method."— The  first  part  of  the 
"  Elementary,"  the  "  Book  of  Method,"  appeiired  in  1770. 
This  famous  manual  was  undoubtedly  the  greatest  of 
Basedow's  educational  writings.  In  ultra-traditional 
plans  and  principles  the  author  exhibited  his  system  of 
physical,  moral,  and  intellectual  education.  The  author 
not  only  exposed  the  actual  state  of  school  instruction 
with  all  its  glaring  defects,  but  he  also  urged  the  people 
to  the  speedy  realization  of  thorough  reform  measures. 
He  enforced  tlie  specific  duties  and  responsibilities  of 
educators.  He  demanded  the  emancipation  of  the 
schools  from  the  control  of  the  church,  emphatically 
declaring  that  the  state  have  a  right  to  look  to  the  edu- 
cation of  every  one  of  its  subjects,  and  should  therefore 
also  assume  the  duty  of  supervising  it.  In  short,  the 
"  Book  of  Method"  was  full  of  valuable  suggestions.  It 
set  the  educators  to  thinking,  and  has  been  a  powerful 
motor  in  bringing  about  a  change  in  school  instruction. 


14  Basedow. 

Flans  a  Teachers'  Seminary. — In  less  than  four  years 
three  new  editions  of  the  "  Book  of  Methods "  were 
called  for.  One  of  these  editions  contained  a  ''  Plan  of 
a  new  Seminary  for  Children,  Teachers,  and  Servants.'* 
The  author  desired  that  a  model  school  should  be  estab- 
lished, where  the  plans  and  principles  laid  down  in  the 
"  Book  of  Method  "  would  be  exemplified.  This  plan 
soon  found  equal  favor  with  the  author's  previous  writ- 
ings. ,  It  marked  another  progress  in  the  liistory  of 
education  :  the  time  of  teachers'  seminaries  began.  The 
Duke  of  Dessau  called  Basedow  to  his  capital,  there  to 
exemplify  the  scheme,  as  soon  as  the  ''Elementary'* 
would  be  completed. 

Publishes  the  "Elementary." — In  Dessau,  Basedow 
completed  his  "Elementary."  It  appeared  in  17T4,  in 
four  volumes.  Its  success  was  truly  astonishing.  Not 
only  was  a  second  edition  called  for,  but  it  was  translated 
also  into  French,  English,  Eussian,  and  other  languages. 
To-day  the  work  is  best  known  as  the  '*  Orbis  Pictus  of 
the  Eighteenth  Century;"  but  Goethe,  who  in  his  youth 
had  been  taught  from  the  similar  work  of  Comenius, 
thought  that  "it  is  without  those  palpable  methodical 
advantages  which  we  must  acknowledge  in  the  works  of 
Comenius."  The  "Elementary"  has  certainly  never 
been  what  its  author  and  his  enthusiastic  admirers 
claimed  for  it.  Nevertheless  it  was  a  great  work,  be- 
cause it  left  considerable  traces  behind.  It  started  the 
so-called  "  popular  literature,"  and  brought  the  readers, 
as  we  now  have  them,  into  the  school-room. 


Basedow.  15 

Plans  to  Establish  a  Model  Institute. — Soon  after  the 
appearance  of  the  "  Elementary/'  Basedow  went  to  work 
to  realize  the  second  part  of  his  reform,  namely,  the 
establishment  of  a  model  institute  "  for  the  preparation 
of  teachers  in  the  theory  and  practice  of  the  new  edu- 
cation/' He  intended  to  name  it  "  Philanthropin,"  the 
school  of  true  humanity.  Its  name  was  to  give  evidence 
of  its  object — the  education  of  youth  in  accordance  with 
the  laws  of  nature  and  humanity.  In  the  projected 
school  Basedow  intended  to  exemplify  his  whole  scheme 
of  education,  and  to  promote  the  dissemination  of  his 
principles.  He  intended  to  get  the  best  of  teachers. 
All  instruction  was  to  be  founded  on  sense-impres- 
sions. Gymnastics,  manual  training,  and  other  technical 
branches  were  to  be  introduced.  He  insisted  upon  getting 
**the  best  of  models,  the  most  perfect  machines,  and  a 
library  of  useful  books.  The  Pliilanthropin  was  to  be  a 
model  in  every  direction.  This  required  a  considerable 
outlay.  The  Duke  of  Dessau  granted  an  extensive 
building,  surrounded  by  beautiful  gardens.  Basedow 
himself  gave  3000  dollars  and  tried  to  raise  the  rest 
*'  by  winning  the  people's  hearts  and  purses "  for  this 
purpose. 

The  Philanthropin  is  Opened. — On  December  27, 
1774,  the  famous  Philanthropin  was  opened  with  great 
festivities.  Basedow  and  his  friends  entertained  the 
best  of  hopes  for  a  grand  and  glorious  future.  The 
great  philosopher  Kant,  who  firmly  believed  that  a 
revolution  in  school  education  could  be  brought  about 
best  by  "  a  school,  which  would  be  modelled  after  the 


1 6  Basedow. 

true  and  genuine  method  and  conducted  by  enlightened 
men  with  noble-minded  zeal,"  warmly  commended  Base- 
dow's institution  to  the  public.  Father  Oberlin,  the 
well-known  German  philanthropist,  spoke  enthusi- 
astically of  the  Philanthropin,  and  was  ever  ready  to 
solicit  contributions  for  its  support.  Other  great  men 
who  indorsed  Basedow's  work,  such  as  the  two  philo- 
sophical writers  Mendlessohn  and  Iselin,  and  the  re- 
nowned Lavater. 

Meets  with  Difficulties. — The  Philanthropin  was  the 
first  non-sectarian,  a  purely  secular  school.  There  was 
a  stumbling-block  for  public  opinion,  which  clung  to 
the  traditional  church-school.  Parents  were  continually 
warned  from  the  pulpits  not  to  send  their  children  to 
that  "  God-forsaken  Pliilanthropin."  Rusty  "  schole- 
masters"  ridiculed  "that  play-school  at  Dessau."  In 
short,  there  were  forces  enough  at  work  to  keep  up  the 
prejudice  of  the  masses.  The  result  was  that  many 
parents  withheld  their  children  from  the  institution. 

Publishes  "  Pedagogic  Record." — Basedow  noticed  that 
his  adversaries  were  only  too  successful  in  stirring  the 
public  feeling  to  the  disadvantage  of  his  institution. 
Immediately  he  set  about  to  convince  the  people  of 
the  excellencies  of  the  school.  Accordingly  he  issued 
an  educational  journal,  "The  Pedagogic  Record."  The 
primary  purpose  of  this  publication  was  to  furnish  the 
friends  of  the  Institution  with  reports  of  the  work  being 
done,  and  to  counteract  the  misrepresentations  of  his 
gainsayers.     The  first  number  appeared  in  1776,  and 


Basedow.  17 

contained  an  invitation  to  a  great  public  examination, 
which  was  to  be  held  at  the  Philauthropin  in  May  of 
the  same  year. 

The  Examination. — "When  the  examination  of  the 
Philanthropiu  was  held  there  were  many  prominent 
men  present,  who  had  come  from  far  and  near  to  see 
and  hear  for  themselves  what  Basedow  had  accom- 
plished. They  found  only  a  small  number  of  pupils, 
but,  according  to  the  reports  of  impartial  witnesses,  the 
result  was  surprisingly  favorable.  One  of  the  visitors 
published  a  detailed  account  of  the  examination,  under 
the  title  "Fred's  Journey  to  Dessau."  The  number 
of  pupils  increased,  and  many  new  and  ini&uential  edu- 
cators came  into  Basedow's  camp. 

His  Defects  and  Overwork. — One  thing  must  be  ad- 
mitted here — Basedow  was  not  fit  to  be  at  the  head  of 
the  Philauthropin.  He  was  too  capricious  and  too  easily 
excited  for  a  prudent  performance  of  his  duties.  Un- 
fortunately he  was  lacking  in  self-command  and  perse- 
verance. He  felt  this  himself  and  confessed  it  publicly^ 
and,  shortly  after  the  examination,  turned  the  manage- 
ment over  to  Campe.  For  a  short  time  everything 
looked  favorable  again,  but  Basedow  began  to  mistrust 
his  fellow-workers.  Hypochondria,  an  evil  which  he  in- 
herited from  his  unfortunate  mother,  seized  and  nearly 
crazed  him.  He  began  to  envy  Wolke,  the  first  teacher 
of  the  Philauthropin,  and  had  a  falling  out  with  him 
and  Campe.  His  distracted  mind  tortured  him  with 
terrific  phantoms.     He  believed  all  his  philanthropic 


1 8  Basedow. 

efforts  wrecked,  the  strain  of  many  years  of  hard  and 
honest  work  a  hopeless  failure.  His  loving  heart, 
which  always  labored  for  the  happiness  of  others,  felt 
bitter  remorse.  Campe,  who  is  perhaps  best  known  as 
the  writer  of  ''Kobinson  Crusoe  the  Younger,"  which 
has  been  translated  into  nearly  evei-y  European  language, 
left  the  institution  in  1771,  to  open  a  Philanthropin  of 
his  own  near  Hamburg.  Basedow  became  once  more  the 
director  of  the  school. 

Eetires. — He  was  now  fifty-five  years  old.  Continued 
overwork  had  made  him  old,  feeble,  and  sickly.  He 
resigned  his  post  as  Director  in  1778,  but  remained  an 
interested  friend  of  his  Philanthropin  to  the  end  of  his 
life. 

Conducts  Experiments  in  Teaching  Again. — He  now 

went  to  Magdeburg  every  year  for  several  months* 
to  teach  a  class  of  little  girls  in  a  private  school.  He 
did  this  because  of  the  delight  he  had  in  teaching 
children,  and  to  try  experiments  in  education.  His 
whole  personality  was  best  adapted  for  elementary  edu- 
cation: he  knew  the  art  of  making  going  to  school  a 
pleasure  for  the  little  ones;  he  could  make  every  study 
attractive,  as  he  commanded  an  unlimited  amount  of 
little  plans  and  devices  to  stimulate  and  retain  atten- 
tion and  an  eager  desire  for  knowledge.  Physical  exer- 
cises Avent  hand  in  hand  with  mental  exertions.  Every 
lesson  appealed  to  the  observant  powers  of  the  children, 
and  invited  them  to  investigate  and  discover  for  them- 
selves.   Their  conception  found  delightful  aids  in  the 


Basedow.  19 

many  little  stories,  references  to  personal  experiences, 
and  pictures  which  Basedow  had  ever  ready  for  them. 
Besides,  he  always  brought  a  cheerful  disposition  into 
tiie  class-room  ;  so  that  the  little  five  and  six  year  old 
children  loved , and  respected  the  kind  old  gentleman. 
They  knew,  without  being  told,  that  he  was  giving  them 
of  his  best,  always  working  for  their  happiness. 

Letter  Eating. — Basedow  had  invented  a  little  device 
to  teach  his  little  pupils  the  rudiments  of  reading.  He 
had  biscuits  baked  in  the  form  of  letters,  and  let  the 
children  eat  all  letters  which  they  could  name.  Chil- 
dren are  materialistic  ever;  and  the  little  girls  greatly 
enjoyed  these  reading  lessons.  They  learned  to  read 
fluently  in  a  few  weeks.  Basedow  was  pleased,  and 
hoped  to  see  his  device  adopted  by  other  teachers. 
Accordingly  he  published  in  1787  the  "New  Instru- 
ment for  Learning  to  Read,"  describing  the  scheme  at 
some  length,  and  adding  a  plan  for  its  introduction. 

Whatever  has  been  said  and  may  yet  be  said  of  the 
novel  device,  it  must  be  admitted  that  it  did  away  with 
a  great  many  of  the  difficulties  and  the  drudgery  of  the 
old  alphabetic  method,  and  made  it  palatable,  and  not 
only  in  the  true  sense  of  the  word  at  that.  What  more 
can  be  asked  of  this  device?  "That  freak  of  Base- 
dow's" was  a  happy  and  healthy  stimulus.  If  we  had 
only  a  few  more  inventions  of  this  sort!  They  come 
from  loving  hearts,  working  for  the  happiness  of  the 
dear  little  learners. 

Death. — After  the  death  of  his  wife  (1788)  Basedow 
devoted  himself  entirely  to  the  education  of  his  son,  to 


20  Basedow. 

prepare  him  for  the  university.  On  the  24th  of  July, 
1790,  while  at  Magdeburg,  he  was  suddenly  taken  ill. 
On  the  25th,  feeling  that  his  end  was  drawing  nigh,  he 
called  his  son  to  his  bedside,  and  spoke  to  him  in  words 
of  tenderness  of  the  approaching  death.  At  two  o'clock 
in  the  afternoon  the  great  educational  reformer  died. 
His  last  words  were :  * '  I  wish  my  body  to  be  dissected 
for  the  benefit  of  my  fellow-men."  He  was  buried  in  the 
Holy  Spirit  Cemetery,  at  Magdeburg.  Over  his  grave 
friends  and  grateful  pupils  have  erected  a  simple  monu- 
ment. 

Close  of  the  Institution. — The  Philanthropin  at  Des- 
sau closed  in  1793.  Its  teachers  were  scattered  about 
in  all  parts  of  Germany,  and  each  applied  Basedow's 
ideas  according  to  his  own  plan.  Many  of  them  set  up 
new  schools.  The  one  founded  by  Salzmann  was  the 
world-renowned  Philanthropin  at  Schnepfenthal  which 
still  exists.  Schlosser,  the  author  of  the  "History  of 
the  Eighteenth  Century,"  who,  by  the  way,  is  not  at  all 
an  admirer  of  Basedow,  writes:  •'  Basedow's  own  institu- 
tion, after  a  momentary  effulgence,  again  disappeared, 
not,  however,  without  leaving  considerable  traces  behind 
and  enlightening  the  succeeding  generation.  The  effects 
were  only  mediate,  but  they  were  not  on  that  account 
less  considerable  and  comprehensive.  The  whole  nature 
of  the  school  system  has  undergone  a  thorough  change 
among  us  in  our  century,  in  some  places  earlier  and 
in  some  later.  The  authorities  awoke  from  their  long 
slumber  as  a  new  generation  took  their  seats.  German 
institutions  were  established,  in  which  an  education  was 


Basedow.  21 

given  calculated  to  qualify  men  for  the  practical  busi- 
ness life;  the  middle  classes  were  trained  and  taught  as 
their  circumstances  of  life  required  them  to  be;  and  the 
female  sex,  whose  education  had  previously  been  com- 
pletely neglected,  was  rescued  from  their  servile  condi- 
tion to  which  it  had  been  condemned." 

Basedow's  Ideas  on^  Education. 

Some  General  Principles. — 1.  "The  aim  of  education 
shall  be  to  prepare  children  to  a  generally  useful,  patri- 
otic, and  happy  life."  Happiness  Basedow  would 
define  in  the  words  of  John  Locke:  "A  sound  mind  in 
a  sound  body  is  a  short  but  full  description  of  a  happy 
state  in  the  world." 

2.  Education  is  the  harmonious  development  and  ex- 
ercise of  the  child's  powers. 

3.  The  aim  of  culture  is  "the  formation  of  charac- 
ter." 

4.  Instruction  forms  an  important  and  necessary  part 
of  tiie  general  plan  of  education.  Still  it  is  relatively 
of  least  importance.  The  formation  of  character  is  of 
greater  worth.  Instruction  that  does  not  educate  is  of 
no  value  whatever. 

Family  School  and  State. — Parents  are  naturally  the 
first  rightful  and  most  responsible  educators.  But  they 
must  qualify  themselves  for  their  duties,  and  must  work 
in  harmony.  They  should  consult  with  experienced 
and  successful  educators  on  the  best  means  and 
methods.      "It  is  necessary  for  a  good  education  that 


a«  Basedow. 

children  have  much  intercourse  with  children."  Parents 
must  co-operate  with  the  school.  "Three  or  four  fami- 
lies might  well  get  together  for  the  purpose  of  facilitat- 
ing the  education  of  their  children,  to  convene  often  to 
decide  on  good  plans  and  to  execute  them." 

*•  Parents  who  have  the  necessary  means  and  are  able 
to  judge  private  tutors  for  themselves,  may  choose  such 
tutors.  Otherwise  the  public  schools  are  better.  The 
two  are  also  easily  combined." 

Education  and  instruction  should  be  a  state  affair. 
The  state  may  appoint  a  "council  of  education  and 
studies,"  with  full  administrative  powers  in  everything 
pertaining  to  education.  This  council  should  be  com- 
posed of  competent  educators,  and  should  have  juris- 
diction over  all  asylums  of  the  poor,  reformatory 
schools,  orphans'  homes,  common  schools,  colleges,  uni- 
versities, the  teaching  profession,  libraries,  theatres,  and 
other  educational  factors.  The  primary  and  secondary 
schools,  especially,  must  be  under  its  direct  control.  It 
is  to  give  special  attention  to  the  condition  and  character 
of  school-houses.  It  shall  appoint  qualified  teachers, 
and  will  be  held  responsible  to  the  nation  for  those  to 
whom  they  entrust  the  education  of  children. 

Teachers. — Teaching  is  a  profession  which  only  those 
should  be  allowed  to  enter  who  are  qualified.  The 
teacher  must  have  pursued  a  course  of  professional 
training.  His  character  must  be  above  reproach.  He 
should  be  fond  of  children,  love  his  profession,  and 
must  have  a  natural  talent  of  learning  easily  what  he 
does    not    know.      It    is    not    necessary    that    he    be 


Basedow.  23 

thoroughly  acquainted  with  all  the  common  branches. 
It  is  sufficient  if  he  has  some  knowledge  of  that  which 
he  is  to  teach,  and  is  willing  to  attend  to  his  own  im- 
provement while  instructing.  It  is  necessary,  however, 
tliat  he  know  how  to  teach.  Besides,  he  should  be 
healthy,  and  have  a  normally  shaped  body.  Well-quali- 
fied teachers  should  be  given  a  certificate  of  good 
character  and  professional  capacity  by  the  council  of 
education.  After  a  few  years  of  successful  work  in  the 
school,  room,  they  should  be  appointed  for  life,  luWiout 
an  examination.  If  they  discharge  their  duties  faith- 
fully, they  ought  to  be  rewarded  by  the  state. 

Physical  Education. — The  educator  must  beaboye  the 
dictates  of  fashion:  nature  should  be  his  guide.  It  is 
his  duty  to  look  to  the  preservation  of  health,  and  to 
strengthen  and  exercise  the  physical  powers  of  the  child. 
"  Children  are  fond  of  movement  and  noise.  They  hate 
to  sit  still  for  a  long  time,  more  even  than  a  continued 
strain  of  attention  and  learning  by  rote.  Only  by  force 
can  they  be  trained  to  such  vexatious  employments. 
That  is  a  warning  hint  of  nature,  which  parents  and 
guardians  seldom  heed.  Through  this  criminal  dis- 
obedience they  not  only  destroy  the  health  of  the  little 
ones,  but  weaken  also  the  intellect  and  their  natural  de- 
sire for  knowledge," 

"  "Wrestling  and  the  other  parts  of  gymnastics  or  exer- 
cises of  the  body  should  be  restored."  Manual  training, 
drawing,  and  painting  are  necessary  parts  in  a  complete 
education.  "  Boys  need  many  little  things  for  their 
amusement,  such  as  wagons,   tops,   sticks,  and  other 


24  Basedow. 

woodwork.  How  many  of  them  would  often  assemble, 
if  encouraged,  and  each  one  bring  for  mutual  amuse- 
ment that  which  he  had  learned  to  make  himself!  I 
beg  any  one  of  our  moral  authors  who  understands  the 
nature  of  manual  work  better,  to  change  this  important 
proposition  into  a  complete  plan.  Tlie  carpenter,  the 
cartwright,  the  smith,  the  weaver,  the  bookbinder,  the 
apothecary,  and  the  grocer  could  be  persuaded  some- 
times to  instruct  the  boys." 

The  Intellect. — "  A  child  whose  acutest  faculties  are 
his  senses,  and  who  has  no  perception  of  anything  ab- 
stract, must  first  of  all  be  made  acquainted  with  the 
world  as  it  presents  itself  to  the  senses.  Let  this  be 
shown  him  in  nature,  or,  where  this  is  impossible,  in 
faithful  drawings  and  models.  Thereby  can  he  even 
in  play,  learn  how  the  various  objects  are  to  be  named. 

Comeuius  alone  has  pointed  out  the  right  road  in 
this  matter.  By  all  means  reduce  the  wretched  exercise 
of  the  memory.  "  This  objective  teaching  must  really 
furnish  the  mind  with  new  ideas,  not  fill  up  the 
memory  with  mere  words.  Schools  and  teachers  make 
themselves  guilty  of  a  pernicious  pedantry  if  they  sub- 
stitute a  knowledge  of  words  in  place  of  the  knowledge 
of  things." 

The  Sensibilities. — The  motive  of  all  our  actions  is 
self-love.  "Every  desire  is  a  part  of  this  self-love. 
We  have  in  our  soul  also  a  natural  love  toward  men. 
Their  desires  are  our  own  desires,  and  to  satisfy  them 
is  our  own  pleasure."  Education  must  develop  philan- 
thropy in  the  child. 


Basedow.  25 

The  Will. — All  education  aims  chiefly  at  the  develop- 
ment of  the  will.  "  It  consists  in  habituating  the 
child  to  discern  the  useful  from  the  harmful,  and  to 
do  the  right  and  avoid  the  wrong.  The  foundation  is 
obedience  to  conscience  and  duty.  The  motives  for 
obedience  are  love  and  confidence."  Reason,  but  at  the 
same  time  also  strict  obedience,  must  control  the  will. 
The  earliest  youth  is  the  time  of  blind  obedience. 
After  years  there  comes  the  time  when  it  is  advisable  to 
change  all  commands  into  good  advice." 

Morality. — "  The  moral  rules,  if  they  are  not  con- 
firmed through  narrations,  occupy  only  the  intellect, 
but  not  at  the  same  time  the  imagination.  The  most 
powerful  teachings  of  conduct  are  self-seen  examples 
and  narrations." 

Principles  of  Instruction. — 1.  The  primary  object  of 
education  should  never  be  forgotten. 

2.  "Instruction  as  pleasant  as  its  nature  permits." 

3.  "  Proceed  from  the  easy  to  the  difficult  in  '  elemen- 
tary' order." 

4.  Facts  are  worth  more  than  words. 

5.  "  Not  much,  but  downright  useful  knowledge, 
which  can  never  be  forgotten  without  proving  a  great 
loss  to  the  individual." 

Teaching  the  Branches. — Language  lessons  must  be 
lessons  in,  not  07i,  language.  *'  I  am  of  the  opinion 
that  one  can  become  a  masterly  writer  in  a  language 
without  ever  knowing  anything  of  its  grammar.    Reason 


2$  Basedow. 

and  a  wealth  of  knowledge  and  words  teaches  us  to  write 
intelligently,  and  througli  the  exercise  of  taste  for  good 
authors  we  learn  to  write  well "  (that  is,  have  a  good 
style).  Bnt  "  I  do  not  intend  to  banish  grammar  from 
the  number  of  studies:  I  only  want  to  assign  to  it  the 
right  place, — which  is  after  the  end  of  the  exercises  in 
fluency/' 

In  Arithmetic  the  child  must  gain  an  idea  of  the 
value  of  numbers,  and  learn  to  compute  with  them  so  as 
to  satisfy  the  demands  of  practical  life  in  this  direction. 

In  Geography  proceed  from  the  near  to  the  remote. 
"  The  beginning  from  the  ground-plan  of  a  room, 
dwelling,  city,  and  well-known  region,  and  then  first 
the  progression  to  a  map  of  a  smaller  and  larger  coun- 
try to  the  great  divisions  of  the  globe,  is  something  of 
importance." 

"  In  a  certain  degree  every  boy  must  learn  the  use  of 
those  tools  of  carpenters,  joiners,  wood-turners,  black- 
smiths, masons,  and  gardeners  which  arc  often  needed  in 
every  household.  He  ought  to  be  able  to  help  himself 
in  case  of  need." 

Hardening  of  the  body  and  gymnastic  exercises  must 
be  insisted  upon.  They  strengthen  and  develop  many 
valuable  powers  of  the  child.  "  Thus  only  will  we  edu- 
cate true  men." 

"  Up  to  this  time  they  have  educated  only  learned 
men,  noblemen,  or  tradesmen.  Men,  true  men,  are  of 
much  greater  concern  to  the  world." 


APPENDIX. 


Some   "Rules  and  Regulations  of  the  Philan- 

THROPIN." 

5.  *' Every  pupil  knows  in  every  occupation  and  at  all 
hours  whom  he  owes  obedience."  We  insist  upon  blind 
or  monastic  obedience  when  the  child  is  under  twelve 
years  of  age.  The  older  pupils  may,  if  the  object  per- 
mits delay,  ask  for  an  explanation  of  an  order,  and  shall 
have  permission  to  give  their  own  opinions  and  desires 
in  return. 

6.  Only  the  mechanical  work  of  a  pupil  shall  be  dis- 
ciplined by  punishment.  Mental  work  shall  be  fostered 
by  facilitation,  gi-adual  progression,  example,  persua- 
sion, and  instruction.  No  pupil  will  be  forced  to  be 
diligent  in  his  studies. 

7.  A  pupil  is  not  required  to  learn  by  rote  as  long  as 
he  is  not  twelve  years  old.  Everything  shall  be  done, 
however,  that  will  make  the  acquisition  of  knowledge 
pleasurable  and  successful,  as  far  as  each  pupil's  gifts 
can  be  developed. 

8.  Our  time-table,  omitting  the  hours  devoted  to 
sleep,  comprises  IT  hours,  and  shall  be  observed  as  fol- 
lows : 

27 


28  Appendix. 

(1)  Eating,  drinking,  dressing,  and  amusements  of 
the  pupil's  own  choice,  6  hours. 

(2)  Arranging  the  room,  dress,  tools,  books,  bills,  and 
letters,  1  hour. 

(3)  Studying,  5  hours. 

(4)  Kegulated  amusements,  such  as  dancing,  riding, 
fencing,  music,  etc.,  3  hours. 

9.  Systematic  manual  work,  2  hours. 

10.  Those  who  are  very  ill-tempered  shall  be  treated 
as  though  they  were  ill  bodily.  They  shall  endure  con- 
finement, solitude,  and  rest  in  their  room  and  bed,  etc. 

12.  All  pupils  shall  be  drilled  in  all  military  move- 
ments and  positions.  These  exercises  will  be  conducted 
by  an  expert  teacher. 

16.  During  the  hours  of  instruction,  our  pupils  are 
not  required  to  be  in  their  seats,  except  for  writing, 
drawing,  and  reading.  They  shall  never  be  asked  to  sit 
still  for  more  than  two  or  three  hours  each  day,  before 
they  are  fifteen  years  old.  They  may  stand,  walk,  and 
move  about  as  much  as  possible. 

Geography,  for  instance,  shall  be  taught  in  the  open 
air.  Two  large  hemispheres  may  be  made  of  the  ground 
of  the  earth,  their  surface  showing  the  different  forms 
of  land  and  water.  They  must  not  be  entirely  round, 
but  curved  only  a  little,  so  as  to  enable  the  pupils  to 
walk  and  jump  around  on  them. 

Altogether,  the  necessary  memory  work  of  history, 
geography,  arithmetic,  etc.,  shall  be  changed  into  play, 
connected  with  amusement  and  plenty  of  movement. 
This  shall  be  continued  until  the  knowledge  thus  ac- 


Appendix.  29 

quired  enables  the  student,  when  older,  to  perfect  him- 
self in  a  more  manly  way. 

But  of  all  the  certainly  very  useful  studies  in  lan- 
guage, science,  and  dexterity,  nothing  shall  be  as  impor- 
tant as  the /orma^/ow  of  c/mrrtc^er/  i.e.,  the  development 
of  the  natural,  innate  germs  to  philanthropy,  virtue, 
and  innocent  contentment. 


SEND  ALL  ORDERS  TO 

6     E.  L.  KELLOOO  &  CO.,  NEW  TORE  &  CEICAQO. 

Aliens  Mind  Studies  for  Young  Teacb- 

ERs.  By  Jerome  Allen,  Ph.D.,  Associate  Editor  of  the 
School  Joxjrnai-,  Prof,  of  Pedagogy,  Univ.  of  City  of 
N.  Y.  16mo,  large,  clear  type,  128  pp.  Cloth,  50  cents ;  to 
teachers,  40  cents  ;  by  mail,  5  cents  extra. 

There  are  many  teachers  who 
know  little  about  psychology, 
and  who  desire  to  be  better  in- 
formed concerning  its  princi- 
ples, especially  its  relation  to  the 
work  of  teaching.  For  the  aid 
of  such,  this  book  has  been  pre- 
pared. But  it  is  not  a  psj-^chol- 
ogy— only  an  introduction  to  it, 
aiming  to  ^ive  some  funda- 
mental principles,  together  with 
something  concerning  the  phi- 
losophy of  education.  Its  meth- 
od is  subjective  rather  than  ob- 
jective, leading  the  student  to 
watch  mental  processes,  and 
draw  his  own  conclusions.  It 
is  wr'.iten  in  language  easy  to 
be  comprehended,  and  has  many 
Jkrome  Allen, Pli.D..Associate Editor  practical  illustrations.  It  will 
of  the  Journal  and  Institute.  aid  the  teacher  in  his  daily  work 
in  dealing  with  menial  facts  and  states. 

To  most  teachers  psychology  seems  to  be  dry.  This  book  shows 
how  it  may  become  the  most  interesting  of  all  studies.  It  also 
shows  how  to  begin  the  knowledge  of  self.  "  We  cannot  know 
in  others  what  we  do  not  first  know  in  ourselves."  This  is  the 
key-note  of  this  book.  Students  of  elementary  psychology  will 
appreciate  this  feature  of  "Mind  Studies." 
ITS  CONTENTS. 


CHAP. 

I.  How  to  Study  Mind. 
II.  Some  Facts  in  Mind  Growth. 

III.  Development. 

IV.  Mind  Incentives. 

V.  A  few  Fundamental  Principles 

Settled. 
VI.  Temperaments. 

VII.  Training  of  the  Senses. 

VIII.  Attention. 
IX.  Perception. 

X.  Abstraction. 

XI.  Faculties     used     in    Abstract 
Thinking, 


CHAP. 

XII.  From  the  Subjective  to  the 
Conceptive. 

XIII.  The  Wilf 

XIV.  Diseases  of  the  Will. 
XV.  Kinds  of  Memory. 

XVI.  The  Sensibilities. 
XVII.  Relation  of  the  Sensibilities 

to  the  Will. 
XVIII.  Training  of  the  Sensibilities. 
XIX.  Relation  of  the  Sensibilitiea 

to  Morality. 
XX.  The  Imagination. 
XXI.  Imagination  In  its  Maturity. 
XXii.  Education  of  tb»  Mor»l  Sense. 


Erenn>  au<  obdebs  to 
8       E.  L.  KELLOGQ  &  CO. ,  NE  W  YORK  &  CHIC  A  GO. 

Allen's  Temperament  in  Edmation. 

With  directions  concerning  How  to  Become  A  Successftjl 

Teacher.     By  Jerome  Allen,  Ph.D.,  Author  of  "Mind 

Studies  for  Young  Teachers,"  etc.     Cloth,  16mo.     Price,  50 

cents,  to  teachers,  40  cents ;  by  maU,  5  cents  extra. 

There  is  no  book  in  the  English  lan^age  accessible  to 

students  on  this  important  subject,  yet  it  is  a  topic  of  so  much 

importance  to  all  who  wish  to  become  better  acquainted  with 

themselves  that  its  suggestions  will  find   a    warm   welcome 

everywhere,  especially  by  teacheis.    The  value  of  the  book  will 

be  readily  seen  by  noticing  the  subjects  discussed. 

CONTENTS :— How  we  can  know  Mind— Native  Characteristics  of 
Children— How  to  Study  Ourselves— The  Sanguine  Temperament— The 
Bilious  Temperament— The  Lymphatic  Temperament— The  Nervous 
Temperament— Physical  Characteristics  of  each  Temperament :  Tabula- 
ted—The best  Temperament— How  to  Conduct  Self  Study— Many  Per- 
sonal Questions  for  Students  of  Themselves— How  to  Improve— Specific 
Directions— How  to  Study  Children— How  Children  are  Alike,  How 
Different— Facts  in  Child  Growth :  Tabulated  and  Explained— How  to 
Promote  Healthy  Child  Growth,  Full  directions  concerning  how  to 
treat  temperamental  differences.  How  to  effect  change  in  tempera- 
ment. 

Under  "How  to  Become  A  Successfttl  Teacher,"  the 
following  topics  are  discussed:  "What  books  and  papers  to 
read." — "What  schools  to  visit."—"  What  associates  to  select." 
— "  What  subjects  to  study."—"  How  to  find  helpful  critics." — 
"How  to  get  the  greatest  good  from  institutes."— "  Shall  I 
attend  a  Normal  school  ?  "  'Tlow  to  get  a  good  and  perman- 
ent position?"  "How  to  get  good  pay?"  "How  to  grow  a 
better  teacher  year  after  year."  "Professional  honesty  and 
dishonesty."—"  The  best  and  most  enduring  reward." 


Blaikies  Self  Culture, 


By  John  Stuaei  Blaikib.  16mo,  64  pp.,  limp  cloth.  Price,  25 
cents ;  to  teachers,  20  cents ;  by  mail,  3  cents  extra. 

Three  invaluable  practical  essays  on  the  Culture  of  the  Intel- 
lect, on  Physical  Culture,  on  Moral  Culture.  In  its  64  pages  this 
little  volume  contains  a  vast  amount  of  excellent  advice.  It  will 
help  hundreds  of  yotmg  teachers  to  make  a  right  start,  or  set 
them  right  if  they  are  on  the  wrong  track.  Although  published 
expressly  for  teachers,  it  will  prove  profitable  reading  for  all,  no 
matter  what  their  calling,  who  wish  to  improve — and  who  does 
not?  As  a  part  of  a  course  of  reading,  some  such  book  is  invalu- 
able, and  should  be  read  over  and  over  again.  Mr.  Blaikie's  book, 
in  its  present  form,  is  so  neat  yet  cheap,  that  it  ought  to  be  read 
by  every  young  teacher  in  the  country,  and  to  be  on  every  read- 
ing-circle list.  It  is  to  be  a  prominent  book  on  the  new  profes- 
sional course  of  reading  for  teachers. 

Nicely  nrinted.  with  side-heads  and  bound  in  limp  -'"+K 


SEND  ALL  ORDERS  TO 

E.  L.  KELLOOO  &  CO.,  NEW  YORK  &  CHICAOO. 

Analytical  Questions  Series. 

No.  1.  GEOGEAPHY.    126  pp. 
No.  2.  HISTOEY  OF  THE  UNITED  STATES.    108  pp. 
No.  3.  GEAMMAE.    104  pp. 
Price  50c.  each;  to  teachers,  40c;  by  mail,  5c.  extra.    The  three 
for  $1.20,  postpaid.     Each  complete  icith  ayiswers. 

This  new  series  of  question-books  is  prepared  for 
teachers  by  a  teacher  of  high  standing  and  wide  experi- 
ence. Every  possible  advantage  in  arrangement  of  other 
books  was  adopted  in  these,  and  several  very  important 
new  ones  added.    The  most  important  is  the 

GRADING  OF  QUESTIONS 
into  three  grades,  thus  enabling  the  teacher  to  advance 
in  her  knowledge  by  easy  steps. 

THE   ANALYTICAL   FEATURE 
is  also  prominent — the   questions  being  divided  into 
paragraphs  of  ten  each,  under  its  appropriate  heading. 
TYPOGRAPHY   AND    BINDING. 

Type  is  clear  and  large,  and  printing  and  paper  the 
very  best,  while  the  binding  is  in  our  usual  tasteful  and 
durable  style,  in  cloth. 

The  books  are  well  adapted  for  use  in  schools  where 
a  compact  general  review  of  the  whole  subject  is  de- 
sired. The  answers  have  been  written  out  in  full  and 
complete  statements,  and  have  been  separated  from  the 
body  of  the  qiiestions  with  a  view  of  enforcing  and  fa- 
cilitating the  most  profitable  study  of  the  subject.  The 
author  has  asked  every  conceivable  question  that  would 
be  likely  to  come  up  in  the  most  rigid  examination. 
There  are  other  question-books  published,  but  even  the 
largest  is  not  so  complete  on  a  single  branch  as  these. 

Bear  in  mind  that  these  question-books  are  absolutely 
without  a  rival 

FOB  PREPARING  FOR  EXAMINATION, 
FOR  REVIEWING  PTJPILS   IN   SCHOOL, 
FOR  USE  AS  REFERENCE  BOOKS. 

The  slightest  examination  of  this  series  will  decide 
you  in  its  favor  over  any  other  similar  books. 


I 


SEND  ALL  ORDERS  VO 

E.  L.  KELLOQQ  &  CO.,  NEW  YORK  &  CHIOAOO. 

Augsburg's  Easy  Things  to  Draw, 

By  D.  R.  AtrosBOEQ,  Supt.  Drawing  at  Salt  Lake  City,  Utah. 
Quarto,  durable  and  elegant  cardboard  cover,  80  pp.,  with 
31  pages  of  plates,  containing  over  200  different  figures. 
Price,  30  cents;  to  teachers,  24  cents;  by  mail,  4  cents  extra. 

This  book  is  not  designed  to  present  a  system  of  drawing.  It 
is  a  collection  of  drawings  made  in  the  simplest  possible  way,  and 
so  constructed  that  any  one  may  reproduce  them.  Its  design  is 
to  famish  a  hand-book  containing  drawings  as  would  be  needed 
for  the  school-room  for  object  lessons,  drawing  lessons,  busy 
work.  This  collection  may  be  used  in  connection  with  any  sys- 
tem of  drawing,  as  it  contains  examples  suitable  for  practice.  It 
may  also  be  used  alone,  as  a  means  of  learning  the  art  of  draw- 
ing. As  will  be  seen  from  the  above  the  idea  of  this  book  is  new 
and  novel.  Those  who  have  seen  it  are  delighted  with  it  as  it  so 
exactly  fills  a  want.  An  index  enables  the  teacher  to  refer  in- 
stantly to  a  simple  drawing  of  a  cat,  dog,  lion,  cofp6e«berry,  etc. 
Our  list  of  Blackboard  Stencils  is  in  the  same  line. 

Augsburg  s  Easy  Drawings  for  the  Geo- 

GBAPHT  Class.  By  D.  R.  Augsbueg,  B.  P.,  author  of  "Easy 
Things  to  Draw."  Contains  40  large  plates,  each  containing 
from  4  to  60  separate  drawings.  96  pp.,  quarto  cardboard 
cover.  Price  60  cents;  to  teachers,  40  cents;  by  mail  5  cents 
extra. 

In  this  volume  is  the  same  excellent  work  that  was  noted  in  Mr. 
Augsburg's  "Easy  Things  to  Draw."  He  does  not  here  seek  to 
present  a  system  of  drawing,  but  to  give  a  collection  of  drawings 
made  in  the  simplest  possible  way,  and  so  constructed  that  any 
one  may  reproduce  them.  Leading  educators  believe  that  draw- 
ing has  not  occupied  the  position  in  the  school  course  hereto- 
fore that  it  ought  to  have  occupied:  that  it  is  the  most  effectual 
means  of  presenting  facts,  especially  in  the  sciences.  The  author 
has  used  it  in  this  book  to  illustrate  geography,  giving  draw- 
ings of  plants,  animals,  and  natural  features,  and  calling  at- 
tention to  steps  in  drawing.  The  idea  is  a  novel  one,  and  it  is 
believed  that  the  practical  manner  in  which  the  subject  is  treated 
will  make  the  book  a  popular  one  in  the  school-room.  Each 
plate  is  placed  opposite  a  lesson  that  may  be  used  ia  connection. 
An  index  brings  the  plates  instantly  to  the  eye. 


SKND  ALL  ORDERS  TO 

10    E.  L.  KELLOGG  <&  CO.,  NEW  YORK  cfe  CHICAGO. 

Calkins    Ear  and  Voice   Training  by 

Means  of  Elementary  Sounds  of  Language.  By  N.  A. 
Calkins,  Assistant  Superintendent  N.  Y.  City  Schools ; 
author  of  "Primary  Object  Lessons,"  "Manual  of  Object 
Teaching,"  "  Phonic  Charts,"  etc.  Cloth.  16mo,  about  100 
pp.  Price,  50  cents;  to  teac7ier»,  40  cents;  by  mail,  5  cents  extra. 
An  idea  of  the  character  of  this  work  may  be  had  by  the  fol- 
lowing extracts  from  its  Preface : 

"  The  common  existence  of  abnormal  sense  perception  among  school 
children  la  a  serious  obstacle  in   teaching.     This  condition  is  most 

obvious  in  the  defective  perceptions 
of  sounds  and  forms.  It  may  be 
seen  in  the  faulty  articulations  in 
speaking  and  reading;  in  the  ina- 
bihty  to  distinguish  musical  sonnds 
readily ;  also  in  the  common  mis- 
takes made  in  hearing  what  is 
said.  .  .  . 

"Careful  observation  and  long 
experience  lead  to  the  conclusion 
that  the  most  common  defects  in 
sound  perceptions  exist  because  of 
lack  of  proper  training  in  childhood 
to  develop  this  power  of  the  mind 
into  activity  through  the  sense  of 
hearing.  It  becomes,  therefore,  a 
matter  of  great  importance  in  edu- 
cation, that  in  the  training  of  chil- 
dren due  attention  shall  be  given  to 
the  development  of  ready  and  accu- 
rate perceptions  of  sounds. 

"  How  to  give  this  training  so  as 
to  secure  the  desired  results  is  a 
subject  that  deserves  the  careful 
attention  of  parents  and  teachers. 
Much  depends  upon  the  manner  of 
presenting  the  soimds  of  our  language  to  pupils,  whether  or  not  the 
results  shall  be  the  development  in  sound-perceptions  that  will  train 
the  ear  and  voice  to  habits  of  distinctness  and  accuracy  in  speaking  and 
reading. 

"  The  methods  of  teaching  given  in  this  book  are  the  results  of  an 
extended  experience  under  such  varied  conditions  as  may  be  found 
with  pupils  representing  all  nationalities,  both  of  native  and  foreign 
bom  children.  The  plans  described  will  enable  teachers  to  lead  their 
pupils  to  acquire  ready  and  distinct  perceptions  through  sense  train- 
ing, and  cause  them  to  know  the  sounds  of  our  language  in  a  manner 
that  will  give  practical  aid  in  learning  both  the  spoken  and  the  written 
language.  The  simplicity  and  usefulness  of  the  lessons  need  only  to  be 
known  to  b«  appreciated  and  used*" 


SuFT.  N.  A.  Calkins. 


SEND  ALL  ORDERS  TO 

E.  L.  KELLOGG  dt  CO.,  NEW  YORK  <fi  CHICAGO. 

Dewey's  How  to  Teach  Manners  in  the 

School-Room.     By  Mrs.  Julia  M.  Dewey,  Principal  of  the 
Normal  School  at  Lowell,  Mass.,  formerly  Sapt.  of  Schools 
at  Hoosick  Falls,  N.  Y.     Cloth,  16mo,  104  pp.    Price,  50 
cents;  to  teachers,  40  cents;  by  mail,  5  cents  extra. 
Many  teachers  consider  the  manners  of  a  pupil  of  little  impor- 
tance so  long  as  he  is  industrious.     But  the  boys  and  girls  are  to 
be  fathers  and  mothers;  some  of  the  boys  will  stand  in  places  of 
importance  as  professional  men,  and  they  will  carry  the  mark  of 
ill-breeding  all  their  lives.     Manners  can  be  taught  in  the  school- 
room: they  render  the  school-room  more  attractive;  they  banish 
tendencies  to  misbehavior.    In  this  volume  Mrs.  Dewey  has  shown 
how  manners  can  be  taught.    The  method  is  to  present  some  fact 
of  deportment,  and  then  lead  the  children  to  discuss  its  bearings; 
thus  they  learn  why  good  manners  are  to  be  learned  and  practised. 
The  printing  and  binding  are  exceedingly  neat  and  attractive." 

OUTLINE    OF 

Introduction. 

General  Directions. 

Special  Directions  to  Teachers. 


Lessons  on  Manners  for  Youngest 

Pupils. 
Lessons  on  Manners  —  Second  Two 

Years. 
Manners  in  School— First  Two  Years. 

"  "  Second       " 

Manners  at  Home— First  " 

"  "  Second       " 

Manners  in  Public— First  " 

"  Second       " 


CONTENTS. 

Table  Manners— First  Two  Years. 
"         "  Second        " 

Lessons  on  Manners  for  Advanced 

Pupils. 
Manners  in  School. 
Personal  Habits. 
Manners  in  Public. 
Table  Manners. 
Manners  in  Society. 
Miscellaneous  Items. 
Practical  Training  in  Manners. 
Suggestive    Stories,    Fables,    Anec- 
dotes, and  Poems. 
Memory  Gems. 


Central  School  Jotirnal.—"  It  furnishes  illustrative  lessons." 
Texas  School  Journal.—"  They  (the  pupils)  will  carry  the  mark  of  Ul- 
breeding  all  their  lives  (unless  taught  otherwise)." 

Pacific  Ed.  Jotimal.— "  Principles  are  enforced  by  anecdote  and  conver- 
sation." 
Teacher's  Exponent.— "We  believe  such  a  book  will  be  very  welcome." 
National  Educator.—  "  Common-sense  suggestions." 
Ohio  Ed,  Monthly. — "  Teachers  would  do  well  to  get  it." 
Nebraska    Teacher.—"  Many  teachers  consider  manners  of  little  im- 
portance. V)ut  some  of  the  boys  will  stand  in  places  of  importance." 
School  Educator.— "The  spirit  of  the  author  is  commendable." 
School  Herald.—"  These  lessons  are  full  of  suggestions." 
Va.  School  Journal. — "  Lessons  furnished  in  a  delightful  style." 
Miss.  Teacher. — "  The  best  presentation  we  have  seen." 
Ed.  Courant.— ■'  It  is  simple,  straightforward,  and  plain." 
Iowa  Normal  Monthly.—"  Practical  and  well-arranged  lessons  on  man- 
ners." 

Progressive  Educator.—"  Will  prove  to  be  most  helpful  to  the  teacher 
vho  desires  her  pupils  to  be  well-mannered." 


SKin>  ALL  ORDERS  TO 

B.  L.  KELLOOO  db  CO.,  NEW  YORK  &  CRTCAOO. 


15 


Froebel.  Autobiography  of 

Matkriai-3  to  Aid  a  Comprehension  of  the  Works  of   the 

Founder   of    the   Kindergarten.      16ino,    large,   clear   type, 

128  pp.    Cloth,  16mo,  50  cents;  to  teachers,  40  cents;  by  mail,  5 

cents  extra. 

This  little  volume  will  be  welcomed  by  all  who  want  to  get  a  good 

Idea  of  Froebel  and  the  kindergarten. 

This  volume  contains  besides  the 
autobiography — 

1.  Important  dates  connected  with 
the  kindergarten. 

2.  Froebel  and  the  kindei^arten 
system  of  education  by  Joseph 
Payne. 

3.  Froebel  and  his  educational 
work. 

4.  Froebel's  educational  views  (a 
summary). 

In  this  volume  the  student  of  edu- 
cation will  find  materials  for  con- 
structing, in  an  intelligent  manner, 
an  estimate  and  comprehension  of 
the  kindergarten.  The  life  of 
Froebel,  mainly  by  his  own  hand,  is 
verj-  helpful.  In  this  we  see  the 
working  of  his  mind  when  a  youth; 
he  lets  us  see  how  he  felt  at  being 
misunderstood,  at  being  called  a  bad 
boy,  and  his  pleasure  when  face  to  face  with  Nature.  Gradually  w« 
see  there  was  crystallizing  in  him  a  comprehension  of  the  means  that 
would  bring  harmony  and  peace  to  the  minds  of  young  people. 

The  analysis  of  the  views  of  Froebel  will  be  of  great  aid.  We  see 
that  there  was  a  deep  philosophy  in  this  plain  German  man  ;  he  was 
studying  out  a  plan  by  which  the  usually  wasted  years  of  young  chil- 
dren could  be  made  productive.  The  volume  will  be  of  great  value  not 
onjy  to  every  kindergartner,  but  to  all  who  wish  to  understand  the 
philosophy  of  mental  development. 

La.  Journal  of  Education.— "  An  excellent  little  work." 

W.  Va.  School  Journal.—"  Will  be  of  great  value." 

Educational  Courant,  Ky.— "  Ought  to  have  a  very  extensive  circulation 
among  the  teachers  of  the  coimtry." 

Educational  Becord,  Can.—"  Ought  to  be  in  the  hands  of  every  pro- 
fessional teacher." 

Western  School  Journal.—"  Teachers  will  find  in  this  a  clear  account  of 
Froebel's  life." 

School  Education.—"  Froebel  tells  his  own  story  better  than  any  com- 
mentator." 

Michigan  Moderator.—"  will  be  of  great  value  to  all  who  wish  to  under 
stand  the  philosophy  of  mental  development." 


Freidrich  Froebel. 


SEND  ALL  ORDKRS  TO 

18   E.  L.  KELLOGG  &  CO..  NEW  YORK  &  CHICAGO. 

Hughes  ^Mistakes  in  Teaching. 

By  Jambs  J.  Hughes,  Inspector  of  Schools,  Toronto,  Canada. 
Cloth,  16mo,  115  pp.  Price,  50  cents;  to  teachers,  40  cents; 
by  mail,  5  cents  extra. 

Thousands  of  copies  of  the  old 
edition  have  been  sold.  The  new 
edition  is  worth  double  the  old; 
the  material  has  been  increased, 
restated,  and  greatly  improved. 
Two  new  and  important  Chaptei-a 
have  been  added  on  "Mistakes  in 
Aims,"  and  "Mistakes  in  Moral 
Training."  Mr.  Hughes  says  in  hia 
preface:  "In  issuing  a  revised  edi- 
tion of  this  book,  it  seems  fitting  to 
acknowledge  gratefully  the  hearty 
appreciation  that  has  been  accorded 
it  by  American  teachers.  Realiz- 
ing as  I  do  that  its  very  large  sale 
indicates  that  it  has  been  of  service 
to  many  of  my  fellow-teachers,  I 
have  recognized  the  duty  of  enlarg- 
ing  and  revising  it  so  as  to  make  it 
still  more  helpful  in  preventing 
Jahes  L.  Hughes,  Inspector  of  the  common  mistakes  in  teaching 
Schools,  Toronto,  Canada.         ^^^  training  " 

This  is  one  of  the  six  books  recommended  by  the  N.  Y.  State 
Department  to  teachers  preparing  for  examination  for  State  cer» 
tificates. 

CAUTION. 

Our  iiew  AUTHORIZED  coPYETGHT  EDITION,  entirely  rewritten  by 
ihe  author,  is  the  only  one  to  buy.  It  is  beautifully  printed  and 
handsomely  bound.     Get  no  other. 

CONTENTS  OF  OUR  NEW  EDITION. 

Chap.     I.     7  3Iistakes  in  Aim. 
Chap.    II.  21  Mistakes  in  School  Management. 
Chap.  III.  24  Mistakes  in  Discipline. 
Chap.  IV.  27  Mistakes  in  Method. 
Chap.    V.  13  IVIistakes  in  Moral  Training. 
Chapa.  I.  and  V.  are  entirely  new. 


8SND  Alili  OBDHBS  TO 

E.  L.  KELLOGG  &  CO..  NEW  YORK  &  CHICAGO.     2\ 

Johnsons  Education  by  Doing. 

Education  bjr  Doing :  A  Book  of  Educative  Occupations  for 
ChUdren  in  School.  By  Anna  Johnson,  teacher  to  the 
Children's  Aid  Schools  of  New  York  City.  "With  a  prefatory 
note  by  Edward  R.  Shaw,  of  the  High  School  of  Yonkers, 
N.  Y.  Handsome  red  cloth,  gilt  stamp.  Price,  75  cents  ; 
to  teachers,  CO  cents  ;  by  mail,  5  cents  extra. 

Thousands  of  teachers  are  asking  the  question:  "How  can  1 
keep  my  pupils  profitably  occupied  ? "  This  book  answers 
the  question.  Theories  are  omitted.  Every  line  is  full  of  in- 
struction. 

1.  Arithmetic  is  taught  with  blocks,  beads,  toy-money,  etp. 

2.  The  tables  are  taught  by  clock  dials,  weights,  etc 

3.  Form  is  taught  by  blocks. 

4.  Lines  with  sticks. 

6.  Language  with  pictures. 

6.  Occupations  are  given. 

7.  Everything  is  plain  and  practical. 

EXTRACT  FROM  PREFATORY  NOTE. 

"In  obeervlng  the  resiilts  achieved  by  the  Kindergarten,  educators  hav« 
fclt  that  FrcBbel's  great  discovery  of  education  by  occupations  must  have 
something  for  the  public  Bchoolsr— that  a  further  application  of  the  •  puvt 
ting  of  experience  and  action  in  the  place  of  books  and  abstract  thinking, 
could  be  made  beyond  the  fifth  or  sixth  year  of  the  child's  life.  This 
book  is  an  outgrowth  of  this  idea,  conceived  in  the  spirit  of  the  •  Ne<» 
Education.' 

"  It  will  be  widely  welcomed,  we  believe,  as  It  gives  concrete  methodj 
of  work — the  very  aids  primary  teachers  are  in  search  of.  There  has  beeu 
B  wide  discussion  of  the  subject  of  education,  and  there  exists  no  littlu 
confusion  in  the  mind  of  many  a  teacher  as  to  how  he  should  linproT« 
npon  methods  that  have  been  condemned." 

Supt.  J.  W.  Skinner,  Children's  Aid  Schools,  says  :— "  It  is  highly  aypi* 

dated  by  our  teachers.    It  supplies  a  want  felt  by  all." 
Toledo  Blade. — "  The  need  of  this  book  has  been  felt  by  teachers." 
School  Education. — "  Contains  a  great  many  fruitful  suggestions." 
Christian  Advance- — "  The  method  is  certainly  philosophical." 
Va.  Ed.  Journal. — "  The  book  is  an  outgrowth  of  rroebel's  idea." 
Philadelphia  Teacher. — "  The  book  is  full  of  practical  information." 
Iowa  Teacher, — "KeUogg's  books  are  all  good,  but  this  is  the  best  foi 

teachers." 
The  Educationist — "  We  regard  it  as  very  valuable." 
School  Bulletin.— "We  think  well  of  this  book." 
Chicago  Intelligence. — "  Will  be  found  a  vary  serviceable  book." 


Send  all  obdxbs  lo 
R  L.  KELLOGG  &  CO.,  25  CLINTON  PLACE,  JV.  Y.   23 


••INDUSTRIAL- 
€DUCATlON= 


Laoes  Industrial  Education, 

Industrial  Education ;  a  giiide  to  Manual  Training.  By 
Samuel  G.  Love,  principal  of  the  Jamestown,  (N.  Y.) 
public  schools.  Cloth,  12mo,  330  pp.  with  40  full-page 
plates  containing  nearly  400  figures.  Price,  31.50;  to 
teachers,  $1.20  ;  by  num,  12  cents  extra. 
1.  Industrial  Education  not  understood.  Probably  the  only 
man  who  ba^?  wrought  out  the  problem  in  a  practical  way  is 

Samuel  G.  Love,  the  superin- 
tendent of  the  Jamestown  (N, 
Y.)  schools.  Mr.  Love  has  now 
about  2,400  children  in  the 
.primary,  advanced,  and  high 
schools  under  his  charge  ;  he 
is  assisted  by  fifty  teachers,  so 
that  an  admirable  opportunity 
was  offered.  In  1874  (about 
fourteen  years  ago)  Mr.  Love 
began  his  experiment ;  gradu- 
ally he  introduced  one  occu- 
pation, and  then  another,  uatil 
at  last  nearly  all  the  pupils  are 
following  some  form  of  educat- 
ing work, 

3.  Why  it  is  demanded.  The 
reasons  for  introducing  it  are 
clearly  stated  by  Mr.  Love.  It 
was  done  because  the  educa- 
tion of  the  books  left  the  pu, 
pils  unfitted  to  meet  the  prac 
tical  problems  the  world  asks  them  to  solve.  The  world  does 
not  have  a  field  ready  for  the  student  in  book-lore.  The  state- 
mants  of  Mr.  Love  shotdd  be  carefully  read. 

3.  It  is  an  educational  book.  Ariy  one  can  give  some 
formal  work  to  girls  and  boys.  What  has  been  needed  has 
been  some  one  who  could  find  out  what  is  suited  to  the  little 
child  who  is  ia  the  "  First  Reader,"  to  the  one  who  is  in  the 
"  Second  Reader,"  and  so  on.  It  must  be  remembered  the 
effort  is  not  to  make  carpenters,  and  type-setters,  and  dress- 
makers of  boys  and  girls,  but  to  educate  them  by  these  occupa- 
tiona  better  than  toithout  tlwm. 


«LOVE.' 


SBJTB  AIX  OU>HB«  TO 

B,  L.  KELLOaa  db  CO.,  NE  W  YORK  <&  CHICAGO.     27 


Parkers  Talks  on  Teaching. 

Notes  of  "  lalks  on  Teaching"  given  by  Col.  Francis  W. 
Parker  (formerly  Superintendent  of  schools  of  Quincy, 
Ma£s.)«  before  the  Martha's  Vineyard  Institute,  Summei 
of  1882.     Reported  by  Lelia  E.  Patridge.    Square  16mo, 
5x6  1-3  inches,  193  pp.,  laid  paper,  EngUsh  cloth.    Price, 
$1.25  ;  to  teachers,  $1.00  ;  by  mail,  9  cents  extra. 
The  methods  of  teaching  employed  in  tlie  schools  of  Quincy, 
liass.,  were  seen  to  be  the  methods  of  nature.    As  they  were 
copied  and  explained,  they  awoke  a  great  desire  on  the  part 
of  those  who  could  not  visit  the  schools  to  know  the  underly- 
ing principles.    In  other  words.  Colonel  Parker  was  asked  to 
explain  why  he  had  his  teachers  teach  thus.    In  the  simamer 
of  1882,  in  response  to  requests.  Colonel  Parker  gave  a  course 
of  lectures  before  the  Marthai-'s  Vineyard  Institute,  and  these 
were  reported  by  Miss  Patridge,  and  published  in  this  book. 

The  book  became  famous  ; 
more  copies  were  sold  of  it  in 
the  same  time  than  of  any 
other  educational  book  what- 
ever.  The  daily  papers,  which 
usually  pass  by  such  books 
with  a  mere  mention,  devoted 
columns  to  reviews  of  it. 

The  following  points  will 
show  why  the  teacher  will 
want  this  book. 

1.  It  explains  the  "  New 
Methods."  There  is  a  wide 
gulf  between  the  new  and  the 
old  education.  Even  school 
boards  understand  this. 

2.  It  gives  the  underlying 
principles  of  education.  For  it 

must  be  remembered  that  Col.  Parker  is  not  expounding  his 
methods,  but  the  methods  of  nature. 

8.  It  gives  the  ideas  of  man  who  is  evidently  an  "  educa- 
tional genius,"  a  man  born  to  tmderstand  and  expoimd  educa- 
tion. vVe  have  fdw  such  ;  they  are  worth  everjrtbing  to  the 
himian  race. 

4.  It  gives  a  biography  of  Col.  Parker.  This  will  help  the 
teacher  of  education  to  comprehend  the  man  and  his  motives. 

6.  It  has  been  adopted  by  nearLv  every  State  Reading  CireW 


8ain>  Aiii.  ORDnM  to 
E.  L.  KELLOGG  &  CO.,  NEW  YORK  <fc  CHICAGO.  29 

The  Practical  Teacher. 

Writings  of  Francis  W.  Parker,  Principal  of  Cook  Co. 

Normal  School,  111.,  and  other  educators,  among  which  is 

Joseph  Payne's  Visit  to  German  Schools,  etc.     188  large 

8vo  pages,  T^xlQi^  inches.      Cloth.      Price,  $1.50;  to 

teachers,  $1.20 ;  by  mail,  14  cents  extra.    New  edition  in 

paper  cover.    Price,  75  cents ;  to  teachers,  60  cents ;  by 

maU,  8  cents  extra. 

These  articles  contain  many  things  that  the  readers  of  the 

"  Talks  on  Teaching"  desired  light  upon.    The  space  occupied 

enabled  Col.  Parker  to  state  himself  at  the  length  needed  foi 

clearness.    There  is  really  here,  from  his  pen  (taking  out  the 

writings  of  others)  a  volume  of  H30  pages,  each  page  about  the 

size  of  those  in  "  Talks  on  Teaching." 

1.  The  writings  in  this  volume  are  mainly  those  of  Col.  F. 
W.  Parker,  Principal  of  the  Cook  County  Normal  School. 

3.  Like  the  "  Talks  on  Teaching"  so  famous,  they  deal  with 
the  principles  and  practice  of  teaching. 

8.  Those  who  own  the  "  Talks"  will  want  the  further  ideas 
from  Col.  Parker. 

4.  There  are  many  things  in  this  volmne  written  in  reply  to 
inquiries  suggested  ia  "  Talks." 

5.  There  is  here  really  750  pages  of  the  size  of  those  in 
"  Talks."  "  Talks  "  sells  for  $1.00.  This  for  $1.20  and  14  cents 
for  postage. 

6.  Minute  suggestions  are  made  pertaining  to  Reading, 
Questions,  Geography,  Numbers,  History,  Psychology,  Peda- 
gogics, Clay  Modeling,  Form,  Color,  etc. 

7.  Joseph  Payne's  visit  to  the  German  schools  is  given  in 
full ;  everything  from  his  pen  is  valuable. 

8.  The  whole  book  has  the  breeze  that  is  blowing  from  the 
New  Education  ideas ;  it  is  filled  with  Col.  Parker's  spirit. 

PARTIAL  LIST  OF  CONTENTS- 

Beginning.  Eeading— laws  and  principles ;  Ruling  Slates ;  Number 
and  Arithmetic;  Geography:  Moulding;  History;  Psychology;  Peda- 
gogics ;  Examinations ;  Elocution ;  Questioning  on  Pictures ;  on  Flow- 
ers ;  on  Leaves ;  Rules  in  Language :  Answers  to  questions  respecting 
the  SpeUing-Book ;  List  of  Children's  Books  on  History:  The  Child's 
Voice;  Ideas  before  Words;  Description  of  Pictures;  Teaching  of  1 : 
of  9;  of  3;  of  4;  etc. ;  Form  and  Color;  Breathing  Exercises;  Paper 
Foldinsr;  Verbatim  report  of  lessons  given  in  Cook  Co.  Normal  School. 
Busy  Work ;  Answers  to  Questions  in  Arithmetic,  etc. ;  Why  teachers 
drag  out  a  monotonous  existence :  Teaching  of  language  to  children ; 
Supplementary  Beading— list  of  tuooks ;  Structural  Geographer ;  Letters 
from  Germany ;  Hand  and  Eye  Training ;  Clay  Modeling ;  List  of  Ed«- 
catiOQiU  Works ;  Joseph  Payne's  Tlsit  to  Gfermaa  Schools,  etc.,  etc. 


SEND  ALL  ORDERS  TO 

m  L.  KELLOGG  &  CO.,  NEW  YORK  &  CHICAGO. 

Quick's  Edticational  Reformers. 

By  Kev.  Bobeet  Herbert  Qdick,  M.  A.,  of  Trinity  College, 
Cambridge,  England.  Bound  in  plain,  but  elegant  cloth 
binding.  16mo,  about  350  pp.  $1.00;  to  teachers,  80  cts.;  by 
mail,  10  cts.  extra. 

New  edition  with  topical  headings,  chronological  table  and  other  aids 
for  systematic  study  in  normal  schools  and  reading-circles. 

No  book  in  the  history  of  education  has  been  so  justly  popular 
as  this.  Mr.  Quick  has  the  remarkable  faculty  of  grasping  the 
salient  points  of  the  work  of  the  great  educators,  and  restating 
their  ideas  in  clear  and  vigorous  language. 

This  book  supplies  information  that  is  contained  in  no  other 
single  volume,  touching  the  progress  of  education  in  its  earliest 
stages  after  the  revival  of  learning.  It  is  the  work  of  a  practical 
teacher,  who  supplements  his  sketches  of  famous  educationists 
with  some  well-considered  observations,  that  deserve  the  atten- 
tion of  all  who  are  interested  in  that  subject.  Beginning  with 
Roger  Ascham,  it  gives  an  account  of  the  lives  and  schemes  of 
most  of  the  great  thinkers  and  workers  in  the  educational  field, 
down  to  Herbert  Spencer,  with  the  addition  of  a  valuable  appen- 
dix of  thoughts  and  suggestions  on  teaching.  The  list  includes 
the  names  of  Montaigne.  Eatich,  Milton,  Comenius,  Locke,  Bous- 
seau,  Basedow.  Pestalozzi.  and  Jacotot.  In  the  lives  and  thoughts 
ol  these  eminent  men  is  presented  the  whole  philosophy  of  edu- 
cation, as  developed  in  the  progress  of  modern  times. 

This  book  has  been  adopted  by  nearly  every  state  reading-circle 
in  the  country,  and  purchased  by  thousands  of  teachers,  and  is 
used  in  many  normal  schools. 

Contents:  1.  Schools  of  the  Jesuits;  2.  Ascham,  Montaigne, 
Ratich,  Milton:  3.  Comenius;  4.  Locke*  5.  Rousseau's  Emile;  6. 
Basedow  and  the  Philanthropin  ;  7.  Pestalozzi ;  8.  Jacotot ;  9. 
Herbert  Spencer;  10.  Thoughts  and  Suggestions  about  Teaching 
Children;  11.  Some  Remarks  about  Moral  and  Religious  Educa- 
tion; 12.  Appendix. 

OUR   NEW   EDITION. 

Be  sure  to  get  E.  L.  KeUogg's  edition.  There  are  other  editions 
in  the  market  that  are  not  only  higher  in  prioe,but  very  inferior  in 
binding  and  typography  and  without  the  paragraph  headings  that 
are  so  useful.  Our  edition  is  complete  with  all  these  improve- 
ments, is  beautifully  printed  and  exquisitely  bound  in  cloth,  and 
the  retail  price  is  only  $1.00,  with  discounts  to  teachers  and  read- 
ing-circles. 


SEND  ALL  ORDERS  TO 

K  L.  EELLOQO  &  CO.,  NEW  YORE  &  CHICAGO. 

Reinbarfs  Outline  History  of  Education. 

With  chronological  Tables,  Suggestions,  and  Test  Questions. 
By  J.  A.  Eeinhabt,  Ph.  D.     Teachers'  Professional  Librarj'. 

77  pp.,  limp  cloth,  25  cents;  to  teachers,  20  cents;  by  mail  2 

cents  extra. 
This  is  one  of  the  little  books  intended  to  be  studied  in  con- 
nection with  The  Teacheks'  Pbofession.  The  publishers,  by 
means  of  these  publications  bring  to  the  very  doors  of  those 
teachers  who  lack  the  opportunity  to  attend  a  normal  school  a 
chance  to  improve  in  the  art  of  teaching.  "  Outlines  of  History 
of  Education  "  is  what  its  name  implies,  a  brief  but  comprehen- 
sive presentation  of  the  main  facts  in  educational  progress.  The 
chapters  are:  Introduction;  Education  among  the  Greeks;  Educa- 
tion among  the  Romans;  Education  in  the  Middle  Ages;  the 
Dawn  of  the  New  Era;  Education  and  the  Reformation;  Educa- 
tion in  the  Seventeenth  Century;  Education  in  the  Eighteenth 
Century;  Education  in  the  Nineteenth  Century.  A  thorough 
study  of  this  book  will  be  a  good  foundation  for  a  more  detailed 
study  of  the  subject.  The  book  is  well  printed  from  clear,  large 
type,  with  topic  heads  and  questions,  and  is  durably  bound  in 
limp  cloth. 

Reinbarfs  Outline  Principles  of  Education 

By  J.  A.  Reinhabt.,  Ph.  D.  Teachers'  Professional  Library. 
68  pp.,  limp  cloth,  25  cents. 

To  give  an  outline  of  a  great  subject,  including  nothing  trivial 
and  leaving  out  nothing  important,  is  a  great  art.  This  difficult 
task  has  been  successfully  performed  by  the  author  of  this  small 
volume,  who  is  an  educator  of  long  experience,  and  a  thorough 
student  of  the  science  of  education.  The  first  two  chapters  give 
a  general  view  of  the  subject,  and  the  other  chapters  treat 
of  the  intuitive,  imaginative,  and  logical  stages  of  education,  and 
the  principles  of  moral  education.  This  is  one  of  the  volumes 
intended  to  be  studied  in  connection  with  the  monthly  paper. 
The  Teachess'  Pbofession.  Type,  printing,  binding  are  neat  and 
durable,  and  like  the  History  by  same  author. 

Eeinhabt's  Civics  in  Education, 

is  another  little  book  of  same  price  and  number  of  pages.    Ready 
Nov.  1891. 


•nrD  AiJi  osDwia  to 
*.  L.  KELLOGG  dr  CO.,  NEW  YORK  <fe  CHICAGO.  35 

'T^ — 

Seeleys   Grubes   Method  of    Teaching 

ARITHMETIC.  Explained  and  iUustrated.  Also  the  im- 
provements on  the  method  made  by  the  followers  of 
Grube  in  Germany.  By  Levi  Seeley,  Ph.D.  Cloth, 
176  pp.  Price,  $1.00 ;  to  teacJiers  80  cents ;  by  mail, 
7  cents  extra. 

1.  It  IS  A  PmLosopmcAi. 
Work. — This  book  has  a  somid 
philosophicai  basis.  The  child 
does  not  (as  most  teachers  seem 
to  tliink)  learn  addition,  then 
subtraction,  then  multiplica- 
tion, then  division;  he  learns 
these  processes  together.  Grube 
saw  this,  and  founded  his  sys- 
tem on  this  fact. 

2.  It  Follows  Nature's 
Plan. — Grube  proceeds  to  de- 
velop (so  to  speak)  the  method 
by  which  the  child  actually  be- 
comes (if  he  ever  does)  ac- 
quainted with  1,2,  3,  4,  5,  etc. 
This  is  not  done,  as  some  sup- 
pose, by  writing  them  on  a 
slate.  Nature  has  her  method  ; 
she  begins  with  THINGS;  after 

handling  two  things  in  certain  ways,  the  idea  of  two  is  ob- 
tained, and  so  ot  other  numbers.  The  chief  value  of  this 
book  then  consists  in  showing  lohat  may  he  termed  the  way 
nature  teaches  the  child  number. 

3.  It  is  Valuable  to  Primary  Teachers.— It  begins  and 
shows  how  the  child  can  be  tanght  1,  then  2,  then  3,  &c. 
Hence  it  is  a  work  especially  valuable  for  the  primary  teacher, 
tt  gives  much  space  to  showing  how  the  numbers  up  to  10  are 
taught;  for  if  this  be  correctly  done,  the  pupU  will  almost 
teach  himself  the  rest. 

4.  It  Can  Be  Used  in  advanced  Grades.— It  discusses 
methods  of  teaching  fractions,  percentage,  etc.,  so  tb.at  it  is  a 
work  valuable  for  all  classes  of  teachers. 

5  Tt  Guides  the  Teacher's  Work. — It  shows,  for  exam- 
ple, what  the  teacher  can  appropriately  do  the  first  vear,  what 
the  second,  the  third,  and  the  fourth.  More  than  this,  it  sug- 
gests work  for  the  teacher  she  would  otherwise  omit. 

Taking  it  altogether,  it  is  tlie  best  work  on  teaching  numi- 
|er  ever  published.    It  is  very  handsomely  printed  and  oound. 


DR.  I.BVI  8EELBT. 


BBND  AT.T.  OBDBRB  TO 

E.  L.  KELLOGG  &  CO.,  NEW  YORK  AND  CHICAGO. 
Prof.  E.  A.    Sheldon,  Ph.D.,  President   Oswego  Normal  School, 

N.  T,  "  It  is  an  admirable  presentation  of  the  method.  It  seems  to  me  the 
B^t  that  has  been  given  us.  The  number  of  practical  examples  and  the 
clearness  with  which  every  point  is  presented  are  admirable  features." 

Prof.  Eugene  Boaton,  Principal  Normal  School,  New  Paltc,  N.  Y. 
"  It  throws  new  and  needed  light  on  the  subject  of  teaching  arithmetic. 
Every  teacher  owes  the  author  a  double  gratitude ;  all  will  welcome  so 
complete  and  intelligible  an  exposition  of  the  system." 

Prof.  Thomas  H.  BaUiet,  Superintendent  of  Schools,  Springfield, 
Mass.  "  It  is  the  best  exposition  of  the  Grube  Method  as  now  defined  by 
his  disciples  than  exists  in  English  or  in  German.  I  know  of  no  one  who  is  more 
competent  to  interpret  this  now  famous  method  than  Dr.  Seeley." 

Wm.  C.  Boberts,  D.D.,  LL.D.,  Pres.  Lake  Forest  University,  111. 

"  It  i«  to  be  hoped  that  this  philosophical  and  masterly  method  of  teaching 
numbers  will  be  introduced  and  thoroughly  tested  in  the  schools  of  America. 
No  teacher  who  wishes  to  keep  abreast  of  the  march  of  progress  in  the  direc- 
tion of  education  can  afford  to  be  without  it." 

Supt.  L.  fi.  Elenun,  Cincinnati,  Ohio.  "  You  have  done  the  American 
school  and  the  vast  army  of  primary  teachers  in  this  country  a  valuable 
service  by  offering  to  the  public  "  Grube's  Method  "  in  English  garb." 

Principal  W.  £.  Gordon,  Patchogue,  L.  L  "  Dr.  Seeley  has  presented 
the  Grube  Method  in  a  plain  and  complete  manner.  The  book  is  full  of 
excellent  suggestions  for  primary  schools  whether  they  adopt  the  Grube 
Method  or  not." 

Prin.  J.  E.  Young,  New  Bochelle,  N.  Y.  "  If  this  method  were 
taught  we  should  obtain  far  better  results  than  we  now  have.  I  have  prided 
myself  on  the  work  done  in  my  primary  classes,  but  I  can  see  how  it  can  be 
greatly  improved. 

Prof.  Francis  "W.  Kelly,  Lake  Forest  University,  111.   "  This  little 

volume  may  be  accepted  as  the  best  pedagogic  hand-biook  of  the  subject 
accessible  to  the  teacher.  When  one  sees  the  time  wasted  here  in  teaching 
arithmetic  (compared  with  Germany)  he  sees  the  need  of  this  book." 

The  Journal  of  Education,  (Boston,)  says  :    The  chief  value  of  the 

book  consists  in  showing  the  way  nature  teaches  the  child  numbers." 

Seeley  s  Gnibe  Idea  in  Teaching  Primary 

Arithmetic.  Elements  of  the  Grube  Method,  containing  the 
latest  improvements  made  by  Grube's  followers  in  Germany. 
Revised,  explained,  and  illustrated  for  the  use  of  the  teach- 
ers of  America.  12mo,  64  pp.,  limp  cloth  cover.  Price,  30 
cents,  to  teachers,  24  cents;  by  mail,  3  cents  extra. 

Very  many  teachers  have  called  for  the  primary  work  only  of 
Mr.  Seeley's  well-known  larger  book  (which  we  may  say  gains 
year  by  year  in  popularity),  so  be  has  prepared  this  little  volume. 
It  is  printed  in  large  type,  with  illustrations,  and  should  meet 
with  a  large  sale  among  the  primary  teachers  because  it  expounds 
the  scientific  way  of  teaching  the  first  steps  of  arithmetic. 


SEND  AIX  ORDKEB  TO 

E.  L.  KELLOOO  <&  CO.,  iVJ^TT  YORK  cfe  CHICAGO.    39 

Sbaw  and  T>onnell's  School  Devices. 

"  School  Devices."  A  book  of  wa/s  and  suggestions  for  teachers. 
By  Edwakd  R.  Shaw  and  Webb  Donnell,  of  the  High  School  at 
Yonkers,  N.  Y.  Illustrated.  Dark-blue  cloth  binding,  gold, 
16mo,  289  pp.  Price,  $1.25 ;  to  teachers,  $1.00 ;  by  mail,  9  cents 
extra. 

This  valuable  book  has  just  been  greatly  Im- 
proved by  the  addition  of  nearly  75  pages  of 
entirely  new  material. 

^-A  BOOK  OF  "WAYS"  FOR  TEACHERS..^ 

Teaching  is  an  art;  there  are  "ways  to  do  it."  This  book  is  made 
to  point  out  "  waj's,"  and  to  help  by  suggestions. 

1.  It  gives  "ways"  for  tetiching  Language,  Grammar,  Reading, 
Spelling,  Geography,  etc.  These  are  in  many  cases  novel ;  they  are 
designs!  to  help  attract  the  attention  of  the  pupil. 

2.  The  "  ways"  given  are  not  the  questionable  "  ways"  so  often  seen 
practised  in  school-rooms,  but  are  in  accord  ^^^th  the  spirit  of  modem 
educational  ideas. 

3.  This  book  will  afford  practical  assistance  to  teachers  who  wish  to 
keep  their  work  from  degenerating  into  mere  routine.  It  gives  them, 
in  convenient  form  for  constant  use  at  the  desk,  a  multitude  of  new 
ways  in  which  to  present  old  truths.  The  great  enemy  of  the  teacher 
is  want  of  interest.  Their  methods  do  not  attract  attention.  There  is 
no  teaching  unless  there  is  attention.  The  teacher  is  too  apt  to  think 
there  is  but  one  "  way"  of  teaching  spelling  ;  he  thus  falls  into  a  rut. 
Now  there  are  many  "waj-s"  of  teaching  spelling,  and  some  "ways" 
are  better  than  others.  Variety  must  exist  in  the  school-room ;  the 
authors  of  this  volume  deserve  the  thanks  of  the  teachers  for  pointing 
out  methods  of  obtaining  variety  without  sacrificing  the  great  end 
sought — scholarship.  New  "ways"  induce  greater  effort,  and  renewal 
of  activity. 

4.  The  book  gives  the  result  of  large  actual  experience  in  the  school- 
room, and  will  meet  the  needs  of  thousands  of  teachers,  by  placing  at 
their  command  that  for  which  visits  to  other  schools  are  made,  insti- 
tutes and  a-ssociations  attended,  viz.,  new  idea.s  and  fresJi  and  forceful 
ways  of  teaching.  The  devices  given  under  Drawing  and  Physiology 
are  of  an  eminently  practical  nature,  and  cannot  fail  to  invest  these 
subjects  with  new  interest.  The  attempt  has  been  made  to  present 
only  devices  of  a  practical  character. 

5.  The  book  suggests  "ways"  to  make  teaching  effective;  it  is  not 
simply  a  book  of  new  "  ways,"  but  of  "  ways"  that  will  produce  good 
lesults. 


SEND  AUi  OBDBBS  TO 

U     E.  L.  KELLOGG  &  CO.,  NEW  YORK  &  CHICAGO. 

Tate's  Vbilosophy  of  Education. 

The  Philosophy  of  Education.  By  T.  Tate.  Revised  and 
Annotated  by  E.  E.  Sheib,  Ph.D.,  Principal  of  the  Louis- 
iana State  Normal  School.  Unique  cloth  binding,  laid 
paper,  331  pp.  Price,  $1.50 ;  to  teachers,  $1.20  ;  by  mail,  7 
cents  extra. 

There  are  few  books  that  deal  with  the  Science  of  Educa- 
tion. This  volume  is  the  work  of  a  man  who  said  there  were 
great  principles  at  the  bottom  of  the  work  of  the  despised 
schoolmaster.  It  has  set  many  a  teacher  to  thinking,  and  in 
its  new  form  will  set  many  more. 

Our  edition  will  be  found  far  superior  to  any  other  in  every 
respect.  The  annotations  of  Mr.  Sheib  are  invaluable.  The 
more  important  part  of  the  book  are  emphasized  by  leading 
the  type.  The  type  is  clear,  the  size  convenient,  and  print- 
ing, paper,  and  binding  are  most  excellent. 

Mr.  Philbrickso  long  superintendent  of  the  Boston  schools  hold  this 
work  in  high  esteem. 

Col.  F.  W.  Parker  strongly  recommends  it. 

Jos.  MacAlister,  Supt.  Public  Schools,  Philadelphia,  says:— "It  is  one 
of  the  first  books  which  a  teacher  deserves  of  understanding  the  scien- 
tific principles  on  which  his  work  rests  should  study." 

Graded  Examination  Questions, 

For  N.  Y.  State,  from  Sept.,  1887,  to  Sept.,  1889,  wUh  ansicers 
complete.  First,  Second,  and  Third  Grades.  Cloth,  12mo,  219 
pp.    Price,  $1.00;  to  teachers,  80  cents;  by  mail,  8  cents  extra. 

This  volume  contains  the  Uniform  Graded  Examination  Ques- 
tions, issued  to  the  School  Commissioners  of  the  State  by  the 
Dept.  of  Public  Instruction,  commencing  Sept.,  1887,  and  ending 
Aug.  13  and  14,  1889.  The  answers  are  also  given.  These  ques- 
tions have  been  adopted  by  all  the  school  commissioners  of  the 
State;  the  test  in  each  county  thus  becomes  uniform.  These 
questions  are  being  used  very  largely  in  many  other  States,  that 
pattern  after  New  York,  and  will  therefore  be  of  far  more  than 
local  interest.  Indeed,  teachers  and  school  officers  in  all  States 
are  using  these  questions  as  a  basis  for  their  own  examinations. 
Our  edition  is  the  best  in  arrangement,  print,  binding,  and  has 
an  excellent  contents  and  index. 

This  book  may  be  %ised  to  the  best  advantage  by  the  teacher  who  de- 
sires to  advance  in  the  profession,  because  the  questions  are  carefully 
graded.  After  the  lowest  grade  of  questions  have  been  successfully 
answered,  the  next  higher  grade  is  studies.  In  our  edition  the  answers 
are  entirely  separate  from  the  questions  in  the  back  of  the  book. 


taND  AIX  ORDERS  TO 

E.  L.  KELLOGG  &  CO.,  NEW  YORK  dk  OBIGAGO. 


41 


Song  Treasures. 


THE  PBICE  HAS  BEEN 
GREATLY  REDUCED. 


Compiled  by  Amos  M.  KIellogg,  editor  of  the  School  JotrR« 
NAL.      Beautiful  and  durable    postal-card    mauilla    cover, 
printed  in  two  colors,  64  pp.    Price,  15  cents  each;  to  teachers, 
12  cents;  by  mail,  2  cents  extra.    30th  thousand.      Wnte  for 
our  special  terms  to  scJioolsfor  quantities.     Special  t^msfor  use 
at  Teachers'  Institutes. 
Thisisamosti 
valuable     col- 
lection of  mu- 
sic    for    all 
schools  and  in- 
stitutes. 

1.  Most  of  I 
the  pieces  have 
been  selected ' 
by  the  teachers 
as  favorites  in 
the  schools. 
They  are  the 
ones  the  pupils 
love  to  sing. 
It  contains 
nearly  100 
pieces. 

2.  All  the  pieces  "  have  a  ring  to  them ;"  they  are  easily 
learned,  and  will  not  be  forgotten. 

8.  The  themes  and  words  are  appropriate  for  young  people. 
In  these  respects  the  work  will  be  found  to  possess  unusual  merit. 
Nature,  the  Flowers,  the  Seasons,  the  Home,  our  Duties,  our 
Creator,  are  en  tuned  with  beautiful  music. 

4.  Great  ideas  may  find  an  entrance  into  the  mind  through 
music.  Aspirations  for  the  good,  the  beautiful,  and  the  true  are 
presented  here  in  a  musical  form. 

5.  Many  of  the  words  have  been  written  especially  for  the 
book.  One  piece,  "  The  Voice  Within  Us,"  p.  57,  is  worth  the 
price  of  the  book. 

6.  The  titles  here  given  show  the  teacher  what  we  mean : 

Aak  the  Children,  Beauty  Everywhere,  Be  in  Time.  Cheerfulness, 
Christmas  Bells,  Days  of  Summer  Glory,  The  Dearest  Spot.  Evening  Song, 
Gentle  Words,  Going  to  School,  Hold  up  the  Right  Hand.  I  Love  the  Merry, 
Merry  Sunshine,  Kind  Deeds,  Over  in  the  Meadows,  Our  Happy  School, 
Scatter  the  Germs  of  the  Beautiful,  Time  to  Walk,  The  Jolly  Workers,  Tb» 
Teacher's  Life,  Tribut*  to  Wbittier,  etc.,  etc. 


SKNT)  ALL  OEDBHS  TO 

E.  L.  KSLLOOa  &  CO.,  NEW  YORK  &  CHICAGO. 


PSYCHOLOGY  AND  EDTIGATIO^. 


c'. 
ci. 
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cl. 
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1.^0 
.SO 


40 

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1.20 

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80 


Welch's  Teachers'  Psrcholosy,  -      -       - 
"         Talks  oa  Psycholo«-y,  -       _       - 
!  Studieo  for  Young  Teachers, 
Thre?  Y'^ars  r>f  Childhood.  - 
iperament  in  Education, 

PSINCIPLE3  OF  EDUCATION. 
Rinphart's  Principles  of  Rduition,  -       -       -       -    cl, 
V  ■       '   '     tures  on  Science  and  Art  of  Eduatlon,    cl. 
ophy  of  Education,       -      -      -       -    cl. 
,  mual  Saries     -      -      -       -        each.paoer 
riunnnsrron's  UnconociOUsTuiti'^n.  -        -       -       -piner 
Carter's  Artificial  Stupidity  in  Sr'hml      -       -       -paper 

PBIMAEY  EOUCiTION. 

Auarsburg's  Easy  Things  to  Dm^,  -  -  - 
Auarsliursr's  Ea«v  Drawings  forGleog:.  Class,  - 
p.i.r  ..v-  rr.fiy  Education,  ----- 
!'  '<?oa  T"\chinT,      -       -       -       - 

'  )'iincy  Method",     -       -       -       - 
I  >:  Three  Years  o^  Childhood,  - 

*  ;,' En  and  Voice  Triiningr       -       -       - 
'•I   ,    tone's  Object  Tpachin?.    -      -      -      - 
Jjiii^ou's  Education  by  Diinnr,-       _       -       - 
Seelt-y's  (Jrube  Method  of  Teichin?  Arithmetic, 
Seeley's  Grube  Idea  in  Primary  A  ithmetic.  - 

QUESTION  BOOKS  FOB  TEACHEKS. 
''ha-y's  National  QuesHon  Hook.        _      _      _      . 
N.  Y.  State  RxamiaaMon  Questions.- 
Aaalytical  Q  jestion  Series.    Oeography, 

"         U.  S.  History  Series, 
"  "  "  Grammar,   - 

Southvnck'g  Quiz  Manual  of  the  Theory  anJ  Prac 
tice  of  Teachiojr,      -------    ci. 

SCHOOL  MANAOEKENT. 
f:  "sT'^r's  School  Management,  -      -      -       -       -    cl. 

H  i- .1 '3' How  to  Keen  Orfler,    -       -       -       -       -paper 

Sidgwlck's  Stimulus  in  School,  -      -      -      -       -pajJer 

SCHOOL  HYGIENE. 
jroff's School  Hygiene,      -----      -paper 

SCHOOL  APPAEATUS. 

*  Standard  "  Manikin,    r'^oid  by  suusfription.) 
"'  Ma"  Wonderful "  Manikin,      -       -       -       -       - 
StanfJard  Blackboard  Stencils,  S^O  different   nos., 

from  5  to  50  cents  each.    Send  tor  special  list. 
"  Unique "  Pencil  Shar^iener,     -       -       -       .-       - 
standard  Physician's  Manikin.    (Sold  by  subecrip- 

tion.') 

SINGING  AND  DIALOGTTE  BOOK^. 
-  outh wick's  Handy  Helps,  -       -      -      -      -       -    cl. 

Sti?  Treasures,    -------       -paper 

Rect-otion  Day  Series,  (6  Nos.)    -      -      -      each,  paper 

t^"&4-pa<?e  descriptive  catalo^ie  of  these  books  free  to  any  address. 
Lar?^138-pairede8crintive  cataloa-ueof  all  best  edueatioual  books  pub- 
lished, with  prices  aad  special  rites  to  teachersv  6  cents. 


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